Facilitator jobs at Anne Arundel County Public Schools - 59 jobs

Facilitator: Individualized Educational Plan
Anne Arundel County Public Schools 4.3
Facilitator job at Anne Arundel County Public Schools
Title Code: Facilitator: Individualized Educational Plan This posting creates a pool of candidates for future positions that may become available. JOB SUMMARY Provides leadership in the compliance of federally and state mandated Special Education procedures for students with disabilities. This includes organizing, chairing and regularly monitoring Individualized Educational Plan (IEP) team meetings, in servicing staff on compliance/legal issues involved in the IEP team process, reviewing staff generated documents (IEPs and assessments), assisting with case management and investigation of cases, as appropriate, and coordinating the provision of extended school year services. Bilingual and biliterate in targeted language may be required depending on assignment. Virtual experience may be required based on assignment. ESSENTIAL DUTIES/RESPONSIBILITIES Coordinates IEP Team meetings to include the development of an annual review and reevaluation master calendar to ensure special education processes and timelines are implemented. Facilitates IEP team meetings modeling effective communication and listening to ensure each IEP team participant has an equal opportunity for meaningful participation. Organizes IEP process in accordance with federal and state regulations by supporting case managers and teachers in the development and review of IEPs and supplemental documents (e.g. text-to-speech eligibility tool, alternate instructional framework eligibility tool, academic assessment reports, Extended School Year documents) prior to sending documents to parents/guardians; Collaborates with school staff to ensure adequacy, accuracy and legitimacy of data maintained in the online special education student management system. Facilitates collaboration with required IEP team members (including general educators, related service providers, special educators, school administrators, and parents) to develop appropriate IEPs. Consults with Special Education Specialists, Compliance Specialists, and/or Department of Special Education staff as needed to meet the needs of children with disabilities and their families. Provide technical assistance and professional development to staff (e.g. special and general education teachers; teacher assistants) and parents on the IEP process and AACPS procedures, vision and priorities as appropriate Assist DSE central office staff with other compliance related tasks as directed (dispute resolution, assessments, monitoring/audits, etc.).. Coordinates the Department of Special Education/MSDE's compliance review activities, when appropriate, as part of a System Audit or School Instructional Review. Performs other related duties as assigned within the same classification or lower. MINIMUM QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education Bachelor's Degree in related field of education from a regionally accredited college or university required. Experience Three (3) years experience as a general educator, special educator or related service provider (SLP, OT, PT) required. Five (5) years experience as a general educator, special educator or related service provider (SLP, OT, PT) preferred. One (1) year experience with virtual learning technology, remote instruction platforms, Learning Management Systems, and video conferencing tools, if assigned to Virtual Academy required. Knowledge, Skills, Abilities and Other Characteristics Demonstration of leadership qualities. Knowledge of the special education process and curricula of the schools in Anne Arundel County desirable. Ability to communicate effectively verbally and in written form with professional colleagues, staff, students, parents and attorneys. Job requires direct in-person provision of service, therefore punctual, regular and predictable attendance is essential. Ability to travel to/from Maryland Sites as necessary at the expense of the employee is required for in-person appearances at various intervals throughout the duration of the school year. Demonstrated ability to work effectively and communication with diverse populations. Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite - Word, Excel, Outlook, and/or PowerPoint preferred). Language Requirements Bilingual/Biliterate If assigned to bilingual program, required to be bilingual and biliterate in targeted language. Otherwise, bilingual and biliterate in target language native or near native preferred. Licenses and Certifications Employee must retain active licenses, certifications, and enrollment as a condition of employment. Hold or be eligible for educator certificate/license issued by Maryland State Department of Education (MSDE) required; or Hold or be eligible for Occupational Therapist License issued by Board of Occupational Therapy Practice required; or Hold or be eligible for Physical Therapist License issued by Board of Physical Therapy Examiners required; or Hold or be eligible for Speech and Language Pathologist License issued by Board of Audiologists, Hearing Aid Dispensers, Speech-Language Pathologists & Music Therapists required; and Hold or be eligible for Speech and Language Pathology Certificate of Clinical Competence (CCC-SLP) Certification issued by American Speech-Hearing-Language Association (ASHA) required. Driving Requirements N/A Professional Organization Affiliations or Memberships Employee must retain active enrollment, affiliations, and memberships as a condition of employment. Actively enrolled in Maryland Medicaid required. Upon receipt of NPI, immediate enrollment in Maryland Medicaid required. LEADERSHIP ROLE N/A PHYSICAL DEMANDS/WORKING CONDITIONS The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands Standing: under 1/3 percent of the time Walking: under 1/3 percent of the time Sitting: between 1/3 and 2/3 percent of the time Keyboarding: between 1/3 and 2/3 percent of the time Reaching (with hands and/or arms): Talking: between 1/3 and 2/3 percent of the time Hearing: between 1/3 and 2/3 percent of the time As required by the duties and responsibilities of the position. Vision The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. No special vision requirements Work Environment Location Office, school or similar indoor environment: over 2/3 percent of the time Noise Level Moderate: between 1/3 and 2/3 percent of the time Weight & Force Lifting and carrying requirements None: Travel Requirements N/A JOB INFORMATION Approved Date: 9/1/2025 Established Date: 7/1/2007 Title Code: D33219 Title: FACILITATOR: INDIVIDUALIZED EDUCATIONAL PLAN (IEP) Alternate Title: Facilitator: Individualized Educational Plan Reports to Generic: Principal Reports to Specific: ORGANIZATION Division: Academics Business Unit: Specialized Instruction & Early Intervention Department: Birth to Five Programming & Services Accountability Negotiated Agreement: Teachers Association of Anne Arundel County (TAAAC) HR JOB INFORMATION Unit: I Days Worked: 191 FLSA Exemption Status: Exempt Grade: TG01;TG02;TG03;TG04;TG10;TG05;TG06;TG07 Click HERE to view Terms of Employment, Benefits and Salary Scale. Scroll down to locate (Unit 1 - Teachers) Essential Job: Months Worked: 10 Hours Worked: 7.5 Job Family: Educational Support Services Sub-Function: School Liaisons
$52k-69k yearly est. 60d+ ago

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Virtual Learning Facilitator - Part-time
Appalachia Intermediate Unit 8 3.8
Pennsylvania jobs
World of Learning Institute/Virtual Learning Facilitator Description: Appalachia Intermediate Unit 8 is seeking certified and qualified applicants to serve as Part-Time Virtual Learning Facilitators. These virtual teaching positions are part-time (12 month) positions. Our ideal candidate will be an eager learner who embraces using best practices in the virtual classroom, is an excellent communicator, and works well in a team environment. We are looking for candidates qualified to teach world languages (multiple languages preferred) and core/elective subjects - including but not limited to: World Languages (ASL, Arabic, Chinese, French, German, Japanese, Latin, Portuguese and Spanish). Mathematics Science Social Studies English/ELA Electives Job Summary: Virtual Learning Facilitators (VLF) work from home and host live, virtual instruction using Zoom technology. VLFs apply research-based practices and commit to tailoring class activities to meet learners' interests and needs. Virtual Learning Facilitators will be trained in the use of live video technology and a Learning Management System (LMS) to teach both synchronously and asynchronously. Qualifications: A Bachelor's Degree is required Certification to teach the appropriate subject area as required by the Pennsylvania Department of Education or other alternative credentials is preferred. Experience in instructional design and/or virtual learning preferred. Must possess current, valid Act 34, Act 114, and Act 151 clearances, as well as completed and acceptable Act 168 background checks. Working Conditions: A Virtual Learning Facilitator will be required to frequently stand, walk, sit, squat/stoop, reach and lift items of varying weights. A Virtual Learning Facilitator must be adept in operating computer; be able to work independently and follow-through to completion of assigned tasks; prioritize and manage multiple tasks; interpret, analyze and problem solve in all areas of assigned responsiblities. A Virtual Learning Facilitator must be able to converse and interact with individuals with diverse levels of education and abilities. Must be able to read and understand documents related to federal, state, and local mandates, as well as complex documents relating to education. Work Environment: Normal office, presentation room and virtual environment. T he position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the employee's immediate Intermediate Unit Supervisor or the Chief Education Officer of any and all reasonable accommodation requests. Prior to employment, any new employee must obtain a certificate of medical examination as well as a tuberculosis test as required under Chapter 14 of the Public School Code, 24 P.S. §§14-1416, 14-1418; 22 Pa Code §49.12(b) (regarding education); and 28 Pa Code §23.44 (regarding health and safety). Appalachia Intermediate Unit 8 is an equal opportunity employer Application Procedure: Apply online
$29k-35k yearly est. 60d+ ago
Adjunct Project Facilitator
University System of New Hampshire 4.3
New Hampshire jobs
USNH Employees should apply within Workday through the Jobs Hub app The National Center for START Services (NCSS) is seeking a Project Facilitator to provide consultation, technical assistance, and training support to START Projects nationwide. Working under the direction of the Director of Project Development, this role focuses on strengthening programmatic and clinical implementation of the START model, supporting certification and quality assurance processes, and collaborating closely with NCSS departments and START teams. The ideal candidate brings strong IDD/MH expertise, experience with cross-systems collaboration, and a commitment to advancing high-quality START services. Duties/Responsibilities Program Planning & Technical Assistance (20%) Assist with programmatic action planning using START Manuals and NCSS Project Facilitator Resources. Provide consultation and guidance to START teams to support effective implementation of START service components. Offer consultation on the completion and use of START tools as requested by the Director of Quality Assurance. Training and Consultation on START Service Elements (20%) Provide training and consultation related to key START service elements, including: Comprehensive Service Evaluations Crisis Plan Development Crisis Response and Assessment Systemic Consultation START Action Plans Therapeutic Support Services (coaching and/or resource center supports) Documentation Review & Quality Assurance (20%) Review START documentation, including but not limited to: Cross-Systems Crisis Plans Comprehensive Service Evaluations CET outlines and related documentation START Action Plans, notes, and assessments Review and provide feedback on START Center Admission and Discharge Summaries, as applicable. Use QA rubrics to guide START programs in maintaining fidelity to the START model. Apply rubrics and clinical expertise to support START team members in completing required documentation tools accurately and consistently. Evaluation & Certification Support (20%) Complete Trainee Performance Evaluations for START team members preparing for Coordinator Certification. Training Facilitation (10%) Facilitate periodic START Coordinator Training Group series. Work Modality (10%) Provide support through a combination of in-person work, phone consultation, and video conferencing, as required. Requirements Minimum Acceptable Education & Experience: Master's Degree in appropriate academic discipline and five years of IDD-MH experience Knowledge, Skills & Abilities: Ability to design, conduct, and evaluate independent research and supervise all phases of project for which responsible Strong organizational and time management skills Excellent written and oral communication skills Demonstrate the ability to work independently and as a member of the team to effectively interact with personnel at all levels High Degree of self-motivation, initiative, and ability to work with diverse constituencies Ability to work across several projects and flexibly shift focus as needed Ability to work and communicate in a remote working environment Willingness to travel as required Supervisory ability Preferred Qualifications: Ph.D. Preferred Certified START Coordinator Experience Familiarity with START model, assessment models and tools Experience with a cross-systems approach to IDD/MH work Experience developing and implementing a START program Applicant Instructions Applicants should be prepared to upload the following documents when applying online within the Resume/Cover Letter section of your application: Resume/CV Cover Letter Contact Information for 3 Professional References Compensation Pay Range: $48-$50/hour Please be advised that this position is supported by external sponsor funding. As such, continued employment in this role is contingent upon the availability of those external funds. If, for any reason, the sponsor funding is reduced or discontinued, employment may be subject to modification or termination in accordance with applicable policies and procedures. The University of New Hampshire is an R1 Carnegie classification research institution providing comprehensive, high-quality undergraduate and graduate programs of distinction. UNH is located in Durham on a 188-acre campus, 60 miles north of Boston and 8 miles from the Atlantic coast and is convenient to New Hampshire's lakes and mountains. There is a student enrollment of 13,000 students, with a full-time faculty of over 600, offering 90 undergraduate and more than 70 graduate programs. The University actively promotes a dynamic learning environment in which qualified individuals of differing perspectives, life experiences, and cultural backgrounds pursue academic goals with mutual respect and shared inquiry. EEO Statement The University System of New Hampshire is an Equal Opportunity/Equal Access employer. The University System is committed to creating an environment that values and supports diversity and inclusiveness across our campus communities and encourages applications from qualified individuals who will help us achieve this mission. The University System prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, genetic information, veteran status, or marital status. The pay range for this position is listed above. Actual offer will be based on skills, qualifications, experience, and internal equity, in addition to relevant business considerations. More information on benefits can be found here: USNH Employee Benefits | Human Resources Location: Durham Salary Grade: Adjunct Hourly Staff 00
$27k-35k yearly est. Auto-Apply 21d ago
Grant Facilitator for 21st Century Community Learning Centers North End Stars Grant 01-06-2026
Worcester County Public Schools (Md 4.4
Newark, MD jobs
Grant Facilitator for 21st Century Community Learning Centers North End STARS grant GENERAL STATEMENT OF DUTIES: This is a grant-funded position which will provide several schools with grant and programmatic assistance for 21st CCLC after school and summer academies. The position will include some travel to schools and work at the central office. They will report to 21st CCLC Project Director(s). ESSENTIAL FUNCTIONS INCLUDE: * Coordinate and assist in the implementation of multiple MSDE 21st Century Community Learning Centers Grants (1 grant, 2 schools) * Work with 21st CCLC Project Directors, Extended School Administrators and other Grant Facilitators to offer effective, successful afterschool and summer programs for Worcester County * Attend Afterschool and Summer Academy meetings at the school, county and/or state * Plan, coordinate, and monitor program budgets, in accordance with 21st CCLC * Assist with submitting budget amendments, when * Assist with submitting Interim grant reports, grant Continuation Reports, and grant Final * Coordinate data collection for both local and grant * Prepare Local, State, and Federal written reports, including but not limited to start-up, mid-year, and continuation reports. * Work closely with after school administrators and site directors to submit required Federal data reports for the 21st CCLC program. * Serve on afterschool and summer academy committees, as well as participate and play an integral role in afterschool and summer evaluations and monitoring visits. * Work with third party evaluators of the 21st CCLC * Assist in planning and delivering professional development for afterschool and summer * Collaborate with community agencies who may partner with the 21st CCLC * Perform other duties as assigned QUALIFICATIONS: * Degree in Education preferred, degree in Public/Business Administration * Ability to communicate effectively using written and oral communication * Ability to use current technology to maintain records and obtain data and * Experience with managing multiple job duties, sites, and * Experience in managing grants and/or experience with afterschool or summer programs is DUTY YEAR AND SALARY: This position is a part-time position, 2-3 days per week, for a maximum of 28 weeks, at a rate of $40.00/hour. This position is available during the remainder of the 1-year grant cycle, and possible additional grant cycles. This is NOT a Worcester County Administrative position. APPLICATION PROCEDURE: * Each candidate meeting the employment qualifications for the 21st CCLC Grant Facilitator position must submit a completed online application available from our website at ********************* * Please upload a letter of interest that addresses the essential functions of the position along with a résumé. * Applications received by the vacancy announcement deadline will be * The selected applicants will be invited for an If you have any questions or require assistance in completing the online application, please contact Debbie Powell at ************ or email at ***********************. If accommodations are needed for the interview, they will be provided with an advance request. All applications must be received by 4:00 p.m. on Monday, January 12, 2026. The Board of Education reserves the right to reject any or all applicants, re-advertise and / or withdraw the position. The Worcester County Board of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: Supervisor of Human Resources, Worcester County Board of Education, 6270 Worcester Highway, Newark, MD 21841, ************.
$40 hourly 14h ago
Grant Facilitator (Part-Time) / Anticipated
New London Public Schools 4.4
New London, CT jobs
New London Adult & Continuing Education Additional Information: Show/Hide TERMS OF EMPLOYMENT: $35/ hr, Hourly, part-time, flexible work schedule with remote work opportunity. JOB GOAL: To facilitate the development, implementation, and monitoring of Program Enhancement Project (PEP) grants that support effective educational programming and operational needs of New London Adult Education, while ensuring compliance with all federal requirements. TYPICAL DUTIES AND RESPONSIBILITIES: * In collaboration with the Adult Education Director, writes, administers, implements, monitors, and evaluates applicable federal grants. * In collaboration with the Adult Education Director, collects data and prepares reports for all applicable grants. * Attends required meetings and conferences associated with federal grant compliance. * Prepares regular reports, develops and maintains grant budgets, written records, as well as disseminates program information to appropriate stakeholders. * Works with professional staff and designated committees in planning, carrying out, and assessing programs. * Serves as liaison and support to the Director of Adult Education and to students, staff, and other stakeholders involved in the various programs. * Research and monitors potential grant opportunities and application deadlines. * Other duties as assigned. MINIMUM QUALIFICATIONS: At least five (5) years of Program Enhancement Project (PEP) grant writing and grant management experience. Prior experience working in an environment with adult learners. PREFFERRED QUALIFICATIONS: * Bilingual, English and Spanish * Experience with Connecticut State Department of Education Grants * Experience seeking partnerships and grant opportunities with a variety of community organizations * Proficiency utilizing adult education assessment tools, CASAS eTesting, and data to meet requirements and performance measures as set forth by: * The State of Connecticut Bureau of Health/Nutrition, Family Services and Adult Education * Adult Education and Family Literacy Act * State of Connecticut WIOA Unified Plan * EWIB performance criteria
$35 hourly 38d ago
Grant Facilitator (Part-Time) / Anticipated
New London Public Schools 4.4
New London, CT jobs
New London Adult & Continuing Education TERMS OF EMPLOYMENT: $35/ hr, Hourly, part-time, flexible work schedule with remote work opportunity. JOB GOAL: To facilitate the development, implementation, and monitoring of Program Enhancement Project (PEP) grants that support effective educational programming and operational needs of New London Adult Education, while ensuring compliance with all federal requirements. TYPICAL DUTIES AND RESPONSIBILITIES: In collaboration with the Adult Education Director, writes, administers, implements, monitors, and evaluates applicable federal grants. In collaboration with the Adult Education Director, collects data and prepares reports for all applicable grants. Attends required meetings and conferences associated with federal grant compliance. Prepares regular reports, develops and maintains grant budgets, written records, as well as disseminates program information to appropriate stakeholders. Works with professional staff and designated committees in planning, carrying out, and assessing programs. Serves as liaison and support to the Director of Adult Education and to students, staff, and other stakeholders involved in the various programs. Research and monitors potential grant opportunities and application deadlines. Other duties as assigned. MINIMUM QUALIFICATIONS: At least five (5) years of Program Enhancement Project (PEP) grant writing and grant management experience. Prior experience working in an environment with adult learners. PREFFERRED QUALIFICATIONS: Bilingual, English and Spanish Experience with Connecticut State Department of Education Grants Experience seeking partnerships and grant opportunities with a variety of community organizations Proficiency utilizing adult education assessment tools, CASAS eTesting, and data to meet requirements and performance measures as set forth by: The State of Connecticut Bureau of Health/Nutrition, Family Services and Adult Education Adult Education and Family Literacy Act State of Connecticut WIOA Unified Plan EWIB performance criteria
$35 hourly 32d ago
Part-Time Evening Remote Learning Facilitator
Webster Public Schools 4.0
Webster, MA jobs
The Remote Learning Facilitator will be responsible for supporting classroom teachers and Adult Basic Education and English for Speakers of Other Languages students in the classroom. The Remote Learning Facilitator will assist students in the classroom and/or working remotely with navigation of technology to support their participation in simultaneous/remote instruction. 1. Assists with greeting all students upon arrival to the program; facilitate student departures from the program at the end of the evening. 2. Ensures all needed technology is available and set-up prior to classes starting. 3. Supports program instructors with lesson delivery to remote and in-person students through distribution of materials and navigating online resources. 4. Assists students in resolving any hardware and software issues, as problems arise. 5. Collaborates as a team member with all staff to foster an environment for improved academic and personal outcomes for every student including finding student resources based on instructor requests. 6. Sets and achieves professional practice goals by participating in a variety of high-quality professional development activities 7. Completes other duties as assigned by the Director of Operations.
$41k-59k yearly est. 48d ago
Facilitators for Beyond the Limits Ropes Course
Wicomico County Public Schools 3.5
Salisbury, MD jobs
HOURS At least 2 days per week (more if desired) Year-round, contractual SALARY $38.00/hour with bachelor's degree $17.50/hour with no degree QUALIFICATIONS Minimum age 18 required. High school diploma required; bachelor's degree preferred Certification Practitioner Level I preferred. Ropes course experience preferred RESPONSIBILITIES Facilitate ropes course participants during challenges Other duties as assigned by the Lead Teacher
$17.5-38 hourly 39d ago
Facilitators for Beyond the Limits Ropes Course
Wicomico County Public Schools 3.5
Maryland jobs
HOURS At least 2 days per week (more if desired) Year-round, contractual SALARY $38.00/hour with bachelor's degree $17.50/hour with no degree QUALIFICATIONS Minimum age 18 required. High school diploma required; bachelor's degree preferred Certification Practitioner Level I preferred. Ropes course experience preferred RESPONSIBILITIES Facilitate ropes course participants during challenges Other duties as assigned by the Lead Teacher
$17.5-38 hourly 60d+ ago
Kids on Campus Summer Facilitator
Frederick Community College 4.3
Frederick, MD jobs
Posting Details Information Requisition Number AS939P Job Title Kids on Campus Summer Facilitator Pay Rate $18.54 - $20.00 Position Type Part-time Variable Schedule This position supports the Kids on Campus program specifically but not limited to the strategic operation and coordination of summer youth classes and activities located on the main campus. The coordinator position communicates daily with staff, students and parents and is responsible for providing essential communication, assistance, and support for each week-long summer class. This position must work effectively with children from 8 - 16 years of age in a diverse, multicultural educational setting. Essential Duties and Responsibilities: These are intended only as examples of the various types of job duties to be performed. The omission of the specific duties does not exclude them from the position if the work is a similar, related, or logical assignment to the position. The following are the functions essential to performing this job: 1. Attend Orientation before the start of the summer program. 2. Supervise Summer Facilitators and Youth Assistants. 3. Supervise students and assume responsibility for students when necessary. 4. Design programmatic systems to ensure efficiency and safety in procedures 5. Assure all instructors have been supplied class packets, course supplies, and any other necessary information, on a daily basis. 6. Distribute special notices, teacher memos, and classroom administrative supplies to classrooms. 7. Assist classroom teacher and program staff as requested. 8. Provide instruction for classes in the event that an instructor is absent. 9. Prepare, distribute, and track completion of instructor packets and attendance reporting. 10. Respond to immediate requests for support from Kids and Teens on Campus instructors. 11. Create, prepare, update and track student release forms. 12. Communicate with the parents of students with planned notices and response to questions. 13. Be available to provide direction and supervision to students and their families, before and after the program start and end times. 14. Receive, respond to, and record incident reports. 15. Collaborate with Plant and Facilities to manage directional signage and instructional space set-up and maintenance. 16. Assure all defined safety measures are adhered to. 17. Supervise required fire and other safety drills. 18. Fill out incident reports and Health Log when necessary. 19. Administrative support as needed. Please note this position will require a CPS Check and fingerprinting. Required Minimum Qualifications 1. At least 18 years of age 2. Associate degree or two (2) years of college experience 3. Two (2) years of experience working in summer youth programs Desired Qualifications 1. Bachelor's Degree in Education or a related field 2. Experience working in the Kids on Campus program at FCC 3. Two (2) years of experience in managing summer youth programs 4. Excellent communication skills 5. Ability to work with minimum supervision 6. Ability to take direction Work Schedule 8:30 AM - 4:30 PM. The schedule will be variable based on enrollment but will not exceed 35 hours per week. Full/Part Time Part Time Telework Eligible? No Essential Personnel? No Posting Detail Information Job Posted Date Closing Date Open Until Filled For Best Consideration Special Instructions to Applicants All applications and required documents must be submitted online. Mail, e-mail, or fax submissions will not be accepted. Cover letters may be addressed to the Search Committee and should briefly address your qualifications as related to the requirements of this position. Frederick Community College prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, or veteran status in its activities, admissions, educational programs, and employment. Frederick Community College, an equal opportunity employer, values engagement and belonging for students and staff and encourages members from historically under-represented groups to apply. Non-Discrimination Statement Frederick Community College is committed to the principles of equal opportunity and strictly prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, or veteran status in its activities, admissions, educational programs, and employment. Supplemental Questions
$18.5-20 hourly 60d+ ago
Building-Based Restorative Practices Facilitator (Job # 3097)
Calvert County Public School District 4.0
Frederick, MD jobs
CALVERT COUNTY PUBLIC SCHOOLS Prince Frederick, Maryland 20678 NOTICE OF VACANCY June 30, 2025 INTERNAL APPLICANTS ONLY (To view this listing or apply for this posting, you must be first logged into your internal application profile and then click on Job Listings.) Grant Funded POSITION: Building-Based Restorative Practices Facilitator (Job # 3097) LOCATION: All Schools POSITION SUMMARY: Calvert County Public Schools is committed to ensuring each staff member receives training in Restorative Practices. To support the implementation of restorative approaches as part of the Multi-Tiered Systems of Supports (MTSS), Restorative Practices Facilitators will work with school training and implementation plan. Facilitators will work with teachers and staff to implement restorative administrators and members of the school improvement team to develop the school's restorative practices approaches proactively and responsibly to address students' sense of belonging in the classroom community, increase academic mindset, improve the climate and culture of the classroom and school community, and implement restorative approaches to misbehavior. This person will work with the administration and relevant school teams to develop a school action plan, set goals, implement supporting activities, and provide evidence of success. REPORTS TO: School Principal KNOWLEDGE ABILITIES AND SKILLS: At the time of application, the candidate must: Have received the two-day Restorative Practices Training. Have a deep understanding of restorative approaches; specifically, the importance of the relationship among staff and students in the model, the effectiveness of the approach when used proactively, and its role in accountability and restoring relationships when behaviors have caused harm. Have an understanding of the relationship between social and emotional competence, positive learning environments and academic success. Demonstrate an interest in using restorative approaches in the classroom and school community to positively impact learning environments, cultivate academic mindsets, create a sense of belonging, create positive classroom and school climate and culture. Have the ability to effectively build trusting relationships with staff and students. Work well within a school-based team. Be viewed as an initiative-taker who is committed to working toward the goal of ensuring each school proactively and responsively utilizes restorative approaches. Have effective communication skills. Be comfortable providing engaging professional development to school staff. Be viewed as a leader in the school. Be willing to commit to quarterly after-school training sessions with the District Restorative Practices Team and/ or consultant. Such alternatives to the above qualifications as Calvert County Public Schools may find appropriate. Demonstrated success in accomplishing tasks akin to those responsibilities listed below. ESSENTIAL JOB FUNCTIONS RESPONSIBILITIES AND DUTIES: Assist building leadership with the creation and implementation of the school's Restorative Practices Action Plan. Participate in beginning of the year introductory training session and meeting and quarterly after school facilitator meetings and consultation. With building administration (and with the school restorative practices trainer if a different person) develop a plan to train existing and new staff in restorative practices. Work with central office staff and school administrator to maintain records of trained staff through the Professional Learning Platform. Collaborate with administrative team and members of the school's behavioral/ mental health team to engage students in restorative conversations to address identified problems in the classroom or school community or to repair harm following violations to behavioral expectations. Provide consultation to classroom teachers and school staff on the implementation of restorative approaches in the classroom and school. At the direction of central office staff or school leadership, conduct brief professional development to build skills in using restorative approaches both proactively and responsively. Maintain communication with Department of Student Services restorative practices leaders. Submit evidence of implementation activities to the Department of Student Services TERMS OF EMPLOYMENT: Position is grant funded for 1 year. Pay rate is based on the 2025-2026 Extra Duty, Extra Pay position. EVALUATION: Performance will be evaluated in accordance with the policy on evaluation as established by the Calvert County Public Schools. EFFECTIVE DATE OF POSITION: August 2025 - June 2026 FLSA STATUS: Exempt APPLICATION PROCEDURE: Position will remain open until filled; interviews may begin as early as June 30, 2025. Applicants, please apply through the Applicant Tracking system located on the Calvert County Public Schools' website - ************************* References must be directly related to educational experience and must include immediate supervisor. State law requires that anyone hired after October 1, 1986, who will have contact with school children, must be fingerprinted and submit to a criminal background investigation. Federal law requires that a new employee must complete the Employment Eligibility Verification (Form I-9) in person before beginning employment. Employment is conditional upon successful completion of a drug screen. Current employees of the Calvert County Public Schools are exempt from these requirements. House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention Statement Pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland - House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention all applicants are required to report all former employers in which you may have had direct contact with minors. The applicant must submit the contact information of the current employer, all former school employers, and all former employers not school related. Applicants should also include contact information for organizations in which you have volunteered, coached, mentor, tutored or otherwise had direct contact with minors. Nondiscrimination Statement Calvert County Public Schools does not discriminate on the basis of race, color, religion, sex, age, ancestry or national origin, familial status, marital status, physical or mental disability, sexual orientation, gender identity and expression, or genetic information or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination policies: Director of Student Services Director of Human Resources ************ For further information on notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************. ************************************************ Anti-sexual, Anti-racial and Anti-disability Harassment Statement Discrimination can manifest itself in behaviors such as bullying, harassment, or intimidation of individuals. Calvert County Public Schools does not tolerate any form of harassment including, but not limited to, sexual, racial, or disability. Any individual (student, employee, or community member) who believes that he or she has been subjected to any form of harassment is encouraged to report the allegation of harassment. Students, parents, and community members may report allegations of harassment to: Ms. Cecelia Lewis Director of Student Services Calvert County Public Schools 1305 Dares Beach Road Prince Frederick, MD 20678 Employees may report allegations of harassment to: Mr. Zachary Seawell Director of Human Resources Calvert County Public Schools 1305 Dares Beach Road Prince Frederick, MD 20678 Calvert County Public Schools is committed to conducting a prompt investigation into any allegation of harassment. If harassment has occurred, the individual will be disciplined promptly. Disciplinary actions for students found to have engaged in any form of harassment may result in suspension or expulsion. Disciplinary actions for employees found to have engaged in any form of harassment may result in suspension or termination. Calvert County Public Schools encourages all students, parents, employees, and community members to work together to prevent any form of harassment. For further information on the notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************.
$48k-69k yearly est. 60d+ ago
Building-Based Restorative Practices Facilitator (Job # 3097)
Calvert County Public Schools 4.0
Prince Frederick, MD jobs
CALVERT COUNTY PUBLIC SCHOOLS Prince Frederick, Maryland 20678 NOTICE OF VACANCY June 30, 2025 INTERNAL APPLICANTS ONLY (To view this listing or apply for this posting, you must be first logged into your internal application profile and then click on Job Listings.) Grant Funded POSITION: Building-Based Restorative Practices Facilitator (Job # 3097) LOCATION: All Schools POSITION SUMMARY: Calvert County Public Schools is committed to ensuring each staff member receives training in Restorative Practices. To support the implementation of restorative approaches as part of the Multi-Tiered Systems of Supports (MTSS), Restorative Practices Facilitators will work with school training and implementation plan. Facilitators will work with teachers and staff to implement restorative administrators and members of the school improvement team to develop the school's restorative practices approaches proactively and responsibly to address students' sense of belonging in the classroom community, increase academic mindset, improve the climate and culture of the classroom and school community, and implement restorative approaches to misbehavior. This person will work with the administration and relevant school teams to develop a school action plan, set goals, implement supporting activities, and provide evidence of success. REPORTS TO: School Principal KNOWLEDGE ABILITIES AND SKILLS: At the time of application, the candidate must: * Have received the two-day Restorative Practices Training. * Have a deep understanding of restorative approaches; specifically, the importance of the relationship among staff and students in the model, the effectiveness of the approach when used proactively, and its role in accountability and restoring relationships when behaviors have caused harm. * Have an understanding of the relationship between social and emotional competence, positive learning environments and academic success. * Demonstrate an interest in using restorative approaches in the classroom and school community to positively impact learning environments, cultivate academic mindsets, create a sense of belonging, create positive classroom and school climate and culture. * Have the ability to effectively build trusting relationships with staff and students. * Work well within a school-based team. * Be viewed as an initiative-taker who is committed to working toward the goal of ensuring each school proactively and responsively utilizes restorative approaches. * Have effective communication skills. * Be comfortable providing engaging professional development to school staff. * Be viewed as a leader in the school. * Be willing to commit to quarterly after-school training sessions with the District Restorative Practices Team and/ or consultant. * Such alternatives to the above qualifications as Calvert County Public Schools may find appropriate. * Demonstrated success in accomplishing tasks akin to those responsibilities listed below. ESSENTIAL JOB FUNCTIONS RESPONSIBILITIES AND DUTIES: * Assist building leadership with the creation and implementation of the school's Restorative Practices Action Plan. * Participate in beginning of the year introductory training session and meeting and quarterly after school facilitator meetings and consultation. * With building administration (and with the school restorative practices trainer if a different person) develop a plan to train existing and new staff in restorative practices. * Work with central office staff and school administrator to maintain records of trained staff through the Professional Learning Platform. * Collaborate with administrative team and members of the school's behavioral/ mental health team to engage students in restorative conversations to address identified problems in the classroom or school community or to repair harm following violations to behavioral expectations. * Provide consultation to classroom teachers and school staff on the implementation of restorative approaches in the classroom and school. * At the direction of central office staff or school leadership, conduct brief professional development to build skills in using restorative approaches both proactively and responsively. * Maintain communication with Department of Student Services restorative practices leaders. * Submit evidence of implementation activities to the Department of Student Services TERMS OF EMPLOYMENT: Position is grant funded for 1 year. Pay rate is based on the 2025-2026 Extra Duty, Extra Pay position. EVALUATION: Performance will be evaluated in accordance with the policy on evaluation as established by the Calvert County Public Schools. EFFECTIVE DATE OF POSITION: August 2025 - June 2026 FLSA STATUS: Exempt APPLICATION PROCEDURE: Position will remain open until filled; interviews may begin as early as June 30, 2025. Applicants, please apply through the Applicant Tracking system located on the Calvert County Public Schools' website - ************************* References must be directly related to educational experience and must include immediate supervisor. State law requires that anyone hired after October 1, 1986, who will have contact with school children, must be fingerprinted and submit to a criminal background investigation. Federal law requires that a new employee must complete the Employment Eligibility Verification (Form I-9) in person before beginning employment. Employment is conditional upon successful completion of a drug screen. Current employees of the Calvert County Public Schools are exempt from these requirements. House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention Statement Pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland - House Bill 486 - Child Sexual Abuse and Sexual Misconduct Prevention all applicants are required to report all former employers in which you may have had direct contact with minors. The applicant must submit the contact information of the current employer, all former school employers, and all former employers not school related. Applicants should also include contact information for organizations in which you have volunteered, coached, mentor, tutored or otherwise had direct contact with minors. Nondiscrimination Statement Calvert County Public Schools does not discriminate on the basis of race, color, religion, sex, age, ancestry or national origin, familial status, marital status, physical or mental disability, sexual orientation, gender identity and expression, or genetic information or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination policies: * Director of Student Services * Director of Human Resources ************ For further information on notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************. Anti-sexual, Anti-racial and Anti-disability Harassment Statement Discrimination can manifest itself in behaviors such as bullying, harassment, or intimidation of individuals. Calvert County Public Schools does not tolerate any form of harassment including, but not limited to, sexual, racial, or disability. Any individual (student, employee, or community member) who believes that he or she has been subjected to any form of harassment is encouraged to report the allegation of harassment. Students, parents, and community members may report allegations of harassment to: Ms. Cecelia Lewis Director of Student Services Calvert County Public Schools 1305 Dares Beach Road Prince Frederick, MD 20678 Employees may report allegations of harassment to: Mr. Zachary Seawell Director of Human Resources Calvert County Public Schools 1305 Dares Beach Road Prince Frederick, MD 20678 Calvert County Public Schools is committed to conducting a prompt investigation into any allegation of harassment. If harassment has occurred, the individual will be disciplined promptly. Disciplinary actions for students found to have engaged in any form of harassment may result in suspension or expulsion. Disciplinary actions for employees found to have engaged in any form of harassment may result in suspension or termination. Calvert County Public Schools encourages all students, parents, employees, and community members to work together to prevent any form of harassment. For further information on the notice of non-discrimination, visit the Office for Civil Rights Complaint Assessment System at: ********************* or call **************.
$48k-69k yearly est. 48d ago
Facilitator: Section 504
Anne Arundel County Public Schools 4.3
Facilitator job at Anne Arundel County Public Schools
Title Code: Facilitator: Section 504 This posting creates a pool of candidates for future positions that may become available. JOB SUMMARY Reports directly to the Principal. Provides a leadership role in the facilitation of the Section 504 process. Facilitates team discussion in the initiation, review, re-evaluation and manifestation determination process for Section 504. Work includes completing Federal documents, maintaining appropriate files, creating reports to track student information and timelines. Oversees the Section 504 process and organizes relevant staff professional development as necessary. ESSENTIAL DUTIES/RESPONSIBILITIES Organizes, chairs and collects data on the school's compliance of the 504 process/timelines and helps interpret Section 504 of the Rehabilitation Act of 1973 to school staff. Schedules 504 meetings insure a properly constituted team is present (administrator, teacher, counselor, related service provider, parent, student). Collects data from teachers regarding individual student use of 504 accommodations and academic performance, conducts informal observations of students who have been recommended for evaluation, and enters all pertinent data into Tienet. Reviews and provides feedback on academic assessment reports drafted by staff. Facilitates 504 team meetings, including the active engagement of all members. Supports the development of 504 plans through the review of documents and academic assessment reports prior to sending the documents to the family. Completes all necessary documentation, files appropriately, and distributes documents to all involved stakeholders. Supervises the maintenance of a school-based data base, Tienet - 504 plans. Coordinates with the 504 Resource Facilitator for compliance review activities, when appropriate, as part of a System Audit. Assists the school-based Administrator with staff development for teachers to meet the needs of students with special needs. Performs other related duties as assigned within the same classification or lower. MINIMUM QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education Bachelor's Degree in related field of education from a regionally accredited college or university required. Experience Five (5) years successful classroom teaching experience required. Knowledge, Skills, Abilities and Other Characteristics In depth knowledge of the Section 504 law and process. Ability to communicate effectively, both verbally and in written form. Ability to interpret and follow written instructions and specifications. Demonstrate leadership abilities and collaboration as a member of a multidisciplinary team. Excellent organizational, analytical and problem-solving skills. Demonstrate ability to provide professional development. Demonstrated ability to effectively work and communicate with diverse populations. Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred). Licenses and Certifications Employee must retain active licenses, certifications, and enrollment as a condition of employment. Hold or be eligible for educator certificate/license issued by Maryland State Department of Education (MSDE) required. Hold or be eligible for professional educator certificate/license issued by Maryland State Department of Education (MSDE) preferred. Hold or be eligible for Driver's License (DL) Class C Non-Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and Daily access to reliable transportation. Driving Requirements Driving is required to conduct bona fide Board business that is within the scope of employment in this position. Personal Vehicle LEADERSHIP ROLE N/A PHYSICAL DEMANDS/WORKING CONDITIONS The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands Standing: under 1/3 percent of the time Walking: over 2/3 percent of the time Sitting: over 2/3 percent of the time Using hands to handle or feel: over 2/3 percent of the time Pinching (fine motor skills): between 1/3 and 2/3 percent of the time Wrist deviation: over 2/3 percent of the time Keyboarding: over 2/3 percent of the time Reaching (with hands and/or arms): under 1/3 percent of the time Stooping: under 1/3 percent of the time Kneeling: under 1/3 percent of the time Crouching: under 1/3 percent of the time Bending: under 1/3 percent of the time Twisting: under 1/3 percent of the time Squatting: under 1/3 percent of the time Talking: over 2/3 percent of the time Hearing: over 2/3 percent of the time Repetitive Motions: under 1/3 percent of the time Eye/Hand/Foot Coordination: over 2/3 percent of the time Driving: under 1/3 percent of the time As required by the duties and responsibilities of the position. Vision The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. Close vision (clear vision at 20 inches or less) Depth perception Ability to adjust focus Work Environment Location Office, school or similar indoor environment: over 2/3 percent of the time Outdoor environment: under 1/3 percent of the time Noise Level Moderate: between 1/3 and 2/3 percent of the time Weight & Force Lifting and carrying requirements Up to 20 pounds: under 1/3 percent of the time Travel Requirements 10% quarterly day travel within the county Possible travel for district level training JOB INFORMATION Approved Date: 9/1/2025 Established Date: 7/1/2022 Title Code: D01171 Title: FACILITATOR: SECTION 504 Alternate Title: Facilitator: Section 504 Reports to Generic: Principal Reports to Specific: ORGANIZATION Division: Student & Systemic Supports Business Unit: Section 504 Department: Negotiated Agreement: Teachers Association of Anne Arundel County (TAAAC) HR JOB INFORMATION Unit: I Days Worked: 191 FLSA Exemption Status: Exempt Grade: TG01;TG02;TG03;TG04;TG10;TG05;TG06;TG07 Click HERE to view Terms of Employment, Benefits and Salary Scale. Scroll down to locate (Unit 1 - Teachers) Essential Job: Months Worked: 10 Hours Worked: 7.5 Job Family: Legal and Compliance Sub-Function: Education/Section 504
$52k-69k yearly est. 60d+ ago
Speech@Emerson Course Facilitator - CD680 | Neurologic Foundations In CSD
Emerson College 4.1
Remote
Join our community and experience Emerson College! Emerson College is committed to an active, intentional, and ongoing engagement with diversity-in people, curriculum, and the college's intellectual and geographic communities. The Department of Communication Sciences and Disorders (CSD) seeks Speech-Language Pathologists who bring innovation, creativity, and impact to our student body, and who bring a greater depth, breadth, and diversity to our educational and programmatic experiences. Our graduate level CSD program provides two learning modalities, residential and on-line, for aspiring speech-language pathologists across the United States. Our program prepares students to become Speech-Language Pathologists (SLPs) capable of working in any setting, with a variety of disorders, across the lifespan. To gain a broader understanding of our program, modality, and Course Facilitator role please view our Speech@Emerson Overview. The Speech@Emerson curriculum mirrors our residential M.S. program, and each of our courses have been designed and built by Emerson faculty members. The courses consist of synchronous live sessions and asynchronous content which enables students to develop critical problem-solving and analysis skills. A Course Facilitator is responsible for leading weekly live sessions via Zoom for a course section of approximately 10-17 students. Course facilitation is contingent upon adequate section enrollment(s) as determined by the College. Course Facilitator duties include: Acquire required text and materials for instruction at facilitators own expense. Participate in individual and group training (related to both the course content and objectives as well as the learning management platform and online teaching) prior to the beginning of the course. Facilitator will participate in any training required by Emerson Meet at least three times per term with the Convenor and other Facilitators to ensure course section parity. Host weekly office hours and scheduling additional student meetings, as needed. Respond to students' questions in a timely fashion. Provide grades and feedback on student performance in a thoughtful, timely way. Provide asynchronous and synchronous feedback to the Convenor for course iterations. COURSE-SPECIFIC REQUIREMENTS - The requirements below reflect the competencies needed to facilitate this specific course and assess its learning outcomes. Preferred Experience: Clinical experience with neurogenic disorders (adult and/or pediatric). Comfort working with neurological systems and related terminology. Typical Live-Session Load: One (1) live session per week at a set day/time. Grade five (5) exams and one (1) oral presentation assignment (typically held outside live-session hours). Participate in at least one (1) facilitator calibration meeting to ensure equitable grading across sections. Course Tools and Assessments: Videos and live-session plans embedded in Canvas. Use of the Whole Brain Atlas for instructional support. QUALIFICATIONS - Qualifications are deemed required or preferred and represent what is needed to effectively perform a job. Master's degree with certification in speech-language pathology and possess a valid state license. Brings a minimum of 4-6 years of experience as a practicing Speech-Language Pathologist Preferred Qualifications: Experience working in a speech and hearing clinical setting and/or ASHA professional certification. Fluent with webinar technology (i.e. Zoom, WebEx, GoToMeeting, and Skype). Proficient with Microsoft Office, GSuite and presentation software. Experience with online educational programs. KNOWLEDGE, SKILLS, AND ABILITIES - May be representative, but not all-inclusive, of those knowledge, skills, and abilities commonly associated with the job. A highly skilled relationship-builder who is able to effectively engage diverse stakeholders, including faculty staff and college students from various backgrounds. Able to handle and maintain confidentiality. Able to exercise sound judgment and employ decision-making skills. Demonstrates a genuine passion for helping students. Able to present effectively to small and large groups and to work productively with a wide range of constituents in a diverse community. Highly effective written and oral communication skills with the ability to deliver information in a concise and articulate manner Comfortable working in a remote work environment and have access to reliable internet and computer equipment. PHYSICAL ABILITIES - Activities commonly associated with the performance of the functions of this job. The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. This position is generally sedentary in nature, movement throughout the area is required from time to time. Requires long periods of mental concentration. Ability to effectively communicate in person and through communication media Repetitive movements, occasional lifting of up to 20 pounds, reaching, lifting, stooping and the ability to read a computer screen, detect color-coding and read fine print will be expected. WORK ENVIRONMENT - Environmental or atmospheric conditions commonly associated with the performance of the functions of this job. The Course Facilitator position is a fully remote role which requires a designated work space that is quiet and distraction-free. In compliance with the Emerson College remote work policy, candidates for this position may reside in any of the 50 states with the exception of the following: Montana Colorado Hawaii Alaska Puerto Rico Please note: This position is remote
$49k-58k yearly est. Auto-Apply 60d+ ago
Speech@Emerson Course Facilitator - CD684 | Augmentative And Alternative Communication
Emerson College 4.1
Remote
Join our community and experience Emerson College! Emerson College is committed to an active, intentional, and ongoing engagement with diversity-in people, curriculum, and the college's intellectual and geographic communities. The Department of Communication Sciences and Disorders (CSD) seeks Speech-Language Pathologists who bring innovation, creativity, and impact to our student body, and who bring a greater depth, breadth, and diversity to our educational and programmatic experiences. Our graduate level CSD program provides two learning modalities, residential and on-line, for aspiring speech-language pathologists across the United States. Our program prepares students to become Speech-Language Pathologists (SLPs) capable of working in any setting, with a variety of disorders, across the lifespan. To gain a broader understanding of our program, modality, and Course Facilitator role please view our Speech@Emerson Overview. The Speech@Emerson curriculum mirrors our residential M.S. program, and each of our courses have been designed and built by Emerson faculty members. The courses consist of synchronous live sessions and asynchronous content which enables students to develop critical problem-solving and analysis skills. A Course Facilitator is responsible for leading weekly live sessions via Zoom for a course section of approximately 10-17 students. Course facilitation is contingent upon adequate section enrollment(s) as determined by the College. Course Facilitator duties include: Acquire required text and materials for instruction at facilitators own expense. Participate in individual and group training (related to both the course content and objectives as well as the learning management platform and online teaching) prior to the beginning of the course. Facilitator will participate in any training required by Emerson Meet at least three times per term with the Convenor and other Facilitators to ensure course section parity. Host weekly office hours and scheduling additional student meetings, as needed. Respond to students' questions in a timely fashion. Provide grades and feedback on student performance in a thoughtful, timely way. Provide asynchronous and synchronous feedback to the Convenor for course iterations. COURSE-SPECIFIC REQUIREMENTS - The requirements below reflect the competencies needed to facilitate this specific course and assess its learning outcomes. Preferred Experience: 5-10+ years of clinical experience supporting individuals who use Augmentative and Alternative Communication (AAC) across the lifespan. Candidates with highly specialized AAC experience (e.g., specific age groups or settings) will be considered. Experience teaching or training others about AAC (e.g., as a clinical supervisor or in professional development contexts). Typical Live-Session Load: One (1) live session per week at a set day/time. Attendance at a minimum of three (3) AAC Facilitators Meetings per term (typically at the beginning, midpoint, and end of term). Weekly AAC Facilitator Drop-In (attendance optional). Course Tools and Assessments: Working familiarity with a wide range of AAC systems and technologies. Use of diverse online resources to support instruction and practice. LucidSpark for live-session presentations and collaboration. QUALIFICATIONS - Qualifications are deemed required or preferred and represent what is needed to effectively perform a job. Master's degree with certification in speech-language pathology and possess a valid state license. Brings a minimum of 4-6 years of experience as a practicing Speech-Language Pathologist Preferred Qualifications: Experience working in a speech and hearing clinical setting and/or ASHA professional certification. Fluent with webinar technology (i.e. Zoom, WebEx, GoToMeeting, and Skype). Proficient with Microsoft Office, GSuite and presentation software. Experience with online educational programs. KNOWLEDGE, SKILLS, AND ABILITIES - May be representative, but not all-inclusive, of those knowledge, skills, and abilities commonly associated with the job. A highly skilled relationship-builder who is able to effectively engage diverse stakeholders, including faculty staff and college students from various backgrounds. Able to handle and maintain confidentiality. Able to exercise sound judgment and employ decision-making skills. Demonstrates a genuine passion for helping students. Able to present effectively to small and large groups and to work productively with a wide range of constituents in a diverse community. Highly effective written and oral communication skills with the ability to deliver information in a concise and articulate manner Comfortable working in a remote work environment and have access to reliable internet and computer equipment. PHYSICAL ABILITIES - Activities commonly associated with the performance of the functions of this job. The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. This position is generally sedentary in nature, movement throughout the area is required from time to time. Requires long periods of mental concentration. Ability to effectively communicate in person and through communication media Repetitive movements, occasional lifting of up to 20 pounds, reaching, lifting, stooping and the ability to read a computer screen, detect color-coding and read fine print will be expected. WORK ENVIRONMENT - Environmental or atmospheric conditions commonly associated with the performance of the functions of this job. The Course Facilitator position is a fully remote role which requires a designated work space that is quiet and distraction-free. In compliance with the Emerson College remote work policy, candidates for this position may reside in any of the 50 states with the exception of the following: Montana Colorado Hawaii Alaska Puerto Rico Application Instructions: Please upload Resume
$49k-58k yearly est. Auto-Apply 60d+ ago
Training Program Associate for CraftMasters Training Academy (Beltsville, MD; 20 hours/week)
Associated Builders and Contractors 3.8
Beltsville, MD jobs
TO APPLY: click here About ABC CraftMasters Academy ABC CraftMasters Academy is a leading workforce training provider dedicated to advancing careers in the construction trades. We specialize in high-quality, hands-on instruction that meets industry standards and supports long-term success. Our team is committed to fostering professionalism, safety, and excellence in every aspect of training and workforce development. Position Summary The Training Program Associate plays a key role in supporting the daily operations of the Academy. This position ensures smooth class delivery, maintains communication with employers and students, assists instructors with classroom and technology needs, and helps facilitate testing, registration, and event coordination. The ideal candidate is detail-oriented, dependable, and proactive in maintaining a professional and welcoming learning environment. Key Responsibilities * Maintain regular communication with employers regarding class schedules, student attendance, and On-the-Job Training (OJT) progress. Notify employers promptly of absences or concerns. * Collaborate with Academy staff to identify and address early signs of student disengagement, facility issues, or technical problems to ensure timely mitigation and program continuity. * Coordinate with employers and students to process class payments, including phone transactions. Provide on-site and remote support to instructors by assisting with class preparation, materials setup, and technology needs prior to and during sessions. * Assist students and instructors with testing procedures, including exam setup, monitoring, and result documentation. * Provide basic support and troubleshooting for Academy software systems used for attendance, grading, OJT tracking, and other learning management platforms. Ensure instructors and students can effectively access and utilize required systems for instruction and reporting. * Notify and immediately escalate to Academy Staff any observed conditions or activities that appear to be irregular within the standard day-to-day processes, including student behavior. * Support event planning, class coordination, and participant management. Convert event registrants to enrolled students, ensuring accurate data entry and seamless transitions between programs and events. * Assist with student orientation sessions and instructor onboarding. Support training logistics by preparing materials, setting up classrooms, and ensuring all technology and resources are ready prior to each class or session. * Administer and maintain student attendance records, including sign-in sheets, grade reports, and OJT documentation. Ensure data accuracy and timely submission to meet program and compliance requirements. * Support outreach and follow-up efforts to engage potential apprentices and employers. * Provide logistical, registration, and on-site event support as needed to assist with major Academy and CraftMasters-related events, including apprentice graduations, craft championships, scholarship golf outings, and safety awards programs. * Answer incoming calls in a professional and courteous manner. Provide accurate information to callers and route inquiries to the appropriate staff members when necessary. Ensure all communications reflect the Academy's commitment to exceptional service and professionalism. * Monitor and report any issues related to facility cleanliness, safety, or functionality. Support efforts to maintain a professional, safe, and welcoming environment for students, instructors, staff, and visitors. * Perform end-of-day review to close the Academy premises; complete an evening shift report or daily checklist summarizing activities, student and instructor needs, issues encountered, and any follow-up actions required. Communicate updates with the Program Coordinator and relevant staff. * Other duties as assigned. Minimum Qualifications * Excellent communication, organizational, and problem-solving skills. * Strong attention to detail and ability to manage multiple priorities. * Proficiency with Microsoft Office Suite (Word, Excel, Outlook) and familiarity with database or learning management systems. * Ability to provide basic technical support and troubleshoot classroom or computer issues. * Customer service-oriented with a professional and courteous demeanor. * Reliable transportation and punctuality for evening or daytime shifts as assigned. * Ability to work both independently and collaboratively within a team environment. Preferred Qualifications * Experience in an educational, training, or administrative support role. * Familiarity with video conferencing and online learning platforms (Zoom, Teams, etc.). * Experience supporting events, student services, or workforce development programs. Work Environment This position requires interaction with instructors, students, and employers in a classroom and office setting. The Training Program Associate will assist with evening classes, testing, and events as needed. The role involves both administrative tasks and hands-on support to maintain a smooth, safe, and engaging learning environment. ABC CraftMasters Core Values * Open and fair competition. * Excellence in training and business practices. * Diversity, inclusion, and integrity. * Workforce development and lifelong learning. Job Type: Part-time Pay: $32.50 per hour Expected hours: 20 per week Benefits: * Paid time off Work Location: In person
$32.5 hourly 60d+ ago
Payroll Tax Training Specialist
Onesource Virtual Hr 4.7
Remote
OneSource Virtual (OSV) has helped more than 1,000 Workday customers take their teams from transactional to transformational with innovative technology and services for HR, payroll, and finance. Founded in 2008, OSV is the leading exclusive provider of Business-Process-as-a-Service (BPaaS) solutions for Workday, delivering services with unparalleled choice, unwavering commitment, and uncompromising support. OneSource Virtual's global headquarters is located in Dallas, Texas, with additional locations across North America and Europe. Find your company's solution at ************************* Position Summary/Objective The Tax Training Specialist will be responsible for developing comprehensive training materials and delivering high-quality training programs to customers on OneSource Virtual's tax compliance platform. This role requires a skilled professional with expertise in instructional design, adult learning principles, and payroll tax knowledge to create engaging, effective training content and experiences. The specialist will work closely with the Tax Compliance team, Product Development, and Customer Success teams to ensure training materials accurately reflect platform capabilities and customer needs while maintaining the highest standards of educational excellence. Essential Functions/Duties/Responsibilities Design and develop comprehensive training materials including user guides, training manuals, interactive tutorials, video content, and assessment tools for the tax compliance platform. Create multi-modal learning experiences incorporating visual, auditory, and hands-on learning approaches to accommodate diverse learning styles and preferences. Deliver engaging training sessions to customers through various formats including webinars, in-person workshops, virtual classroom sessions, and one-on-one training consultations. Collaborate with Tax Compliance Analysts to ensure training content accurately reflects current regulations, platform functionality, and compliance best practices. Utilize AI tools and platforms to enhance training material development, create personalized learning paths, and automate content updates based on regulatory changes. Assess learning effectiveness through evaluation methods, feedback collection, and performance metrics to continuously improve training programs and materials. Maintain current knowledge of tax compliance regulations, platform updates, and industry best practices to ensure training content remains accurate and relevant. Develop specialized training modules for different customer segments, including new implementations, advanced users, and specific industry verticals. Create and maintain a comprehensive training curriculum that progresses from basic platform orientation to advanced compliance management techniques. Partner with Customer Success teams to identify training needs, address customer challenges, and ensure training programs support customer satisfaction and platform adoption. Manage training schedules, coordinate customer participation, and track completion rates and certification achievements. Develop certification programs and competency assessments to validate customer proficiency and create clear achievement pathways. Create troubleshooting guides and FAQ resources to support customer self-service and reduce support ticket volume. Analyze training metrics and customer feedback to identify improvement opportunities and optimize training delivery methods and content effectiveness. Support product development teams by providing customer training perspectives on new features, user experience improvements, and platform enhancements. Competencies Expert instructional design and curriculum development skills with deep understanding of adult learning principles, engagement techniques, and assessment methodologies. Excellent presentation and facilitation abilities with confidence delivering training to diverse audiences ranging from technical users to business executives. Strong technical writing and documentation skills with ability to translate complex tax concepts and platform functionality into clear, actionable training materials. Proficiency with training development software including authoring tools, learning management systems, video production platforms, and e-learning technologies. Knowledge of payroll tax principles and compliance requirements sufficient to understand platform functionality and create accurate training content. AI tool proficiency for content creation, personalization, and training optimization including Large Language Models and specialized educational technologies. Strong project management skills with ability to manage multiple training projects simultaneously while maintaining quality and meeting deadlines. Customer-focused mindset with ability to understand diverse learning needs and adapt training approaches accordingly. Analytical skills to evaluate training effectiveness, interpret feedback data, and implement continuous improvements. Collaborative approach with ability to work effectively with cross-functional teams including compliance, product, and customer success professionals. Supervisory Responsibility This role does not have direct supervisory responsibilities but may coordinate with contractors, subject matter experts, and external training vendors as needed for content development and delivery. Qualifications and Experience Bachelor's degree in Education, Instructional Design, Communications, Business, or related field. 5+ years of experience in training development and delivery, preferably in software, technology, or financial services environments. 3+ years of instructional design experience with demonstrated ability to create engaging, effective training materials and curricula. Experience with adult learning principles, training evaluation methodologies, and competency-based education approaches. Proficiency with Microsoft Office Suite, especially PowerPoint, Word, and Excel for content development and data analysis. Experience with AI tools for content creation including Large Language Models (ChatGPT, Claude, Gemini) and AI-powered training platforms. Strong presentation skills with experience delivering training to professional audiences through various modalities including virtual and in-person formats. Expertise of payroll processes and tax compliance concepts sufficient to develop accurate training content. Preferred Skills Master's degree in Education, Instructional Design, or related field, or professional training certifications (CPTD, CPLP). Experience with learning management systems (LMS), e-learning authoring tools (Articulate, Captivate, Camtasia), and training platforms. Video production and editing skills for creating multimedia training content and interactive learning experiences. 3+ years of payroll or tax compliance experience providing deeper subject matter expertise for training content accuracy. Advanced AI integration experience including personalized learning path creation, automated content updates, and intelligent assessment systems. Experience with customer training programs in SaaS or enterprise software environments with understanding of user adoption challenges. Graphic design skills and familiarity with design software (Adobe Creative Suite, Canva) for creating visually appealing training materials. Project management certification or experience managing complex training initiatives across multiple customer segments. Experience with virtual reality (VR) or augmented reality (AR) training technologies for immersive learning experiences. Multi-language capabilities to support international customer base and create localized training content. Train-the-trainer experience with ability to develop internal capabilities and scale training delivery across the organization. #LI-REMOTE You are encouraged to learn and share ideas when you join the OneSource Virtual team. We reward innovative thinking, fresh perspectives, creative collaboration, and hard work. As an organization experiencing routine strategic growth, we are always on the lookout for intelligent, talented, and forward-thinking professionals to join our team. OSV employees enjoy a values-based culture, upward mobility, and professional development with opportunities of all kinds.
$44k-69k yearly est. Auto-Apply 60d+ ago
TRAINING COORDINATOR
Maryland Family Network Inc. 4.1
Baltimore, MD jobs
Job Description WHO WE ARE: The mission of Maryland Family Network (MFN) is to ensure that very young children have strong families, quality early learning environments, and a champion for their interests. We work in collaboration with public and private funders, community-based organizations, parents, and other individuals and agencies to support those who care for young children as families strive to reach their goals. Through two-generation programs that support parents to become economically self-sufficient, raise healthy, successful children, and find quality child care; through regional services that help child care professionals improve their practice; and through public policy advocacy of programs and policies that benefit families with young children, MFN strives to ensure that all Maryland children are cared for by adults who are skilled to raise them in environments that are conducive to growth and development. POSITION SUMMARY: Training Coordinator will be the lead contact for the organization Learning Management Systems, (LMS). Training Coordinator-Content will lead the department's training development initiatives through hosting, developing, and providing in-person, virtual instructor-led, online, and blended training, ensuring that all tasks associated with the training are completed, as requested, to quality standards. ESSENTIAL POSITION DUTIES and RESPONSIBILITIES: In consultation with the Training Director, map out training plans and schedules, design and develop agency training programs (outsourced or in-house). Ability to access appropriate training curriculum for target population. Update and maintain the Standard Operating Procedures, SOP, for the LMS Be able to lead and manage projects independently, and in a group setting. Coordinate training activities related to internal staff needs, MFN's FSC and EHS staff training, LOCATE, Child Care Resource Network, Strengthening Families and Parent Cafés throughout Maryland, including planning, outreach, curriculum, and development. Maintain associated trainer databases. Evaluate training content and training processes for continued quality improvement. Choose appropriate training methods for the subject matter and audience (virtual, simulated, mentoring, job training, professional development classes, etc.). Coordinate training activities related to internal staff needs, MFN's FSC and EHS staff trainings, Child Care Resource Network, Strengthening Families and Parent Cafés throughout Maryland, including planning, outreach, curriculum development, researching and handling logistics for training sites, preparing training materials, communicating with potential and established speakers and facilitators, and providing training and technical assistance. Manage and maintain in-house training facilities and equipment. Creating and editing video content upon request. Create and design on-line learning courses utilizing various applications using video editing and authoring tools combining elements from various applications into seamless experience. Act as a systems administrator and point of contact for all inquiries relating to the Learning Management System. Upgrading and configuring Salesforce systems for optimized integration and managing rules, workflows, and groups. Preparing training materials, communicating with potential and established speakers and facilitators, and providing training and technical assistance. Create online learning courses using video editing and authoring tools combining elements from various applications into seamless courses. Upload courses to the LMS and track completion. Be able to operate and upload courses to the LMS and track completion. Assist and maintain in-house training facilities and equipment. Assist in agency outreach and event planning. With the training department team, maintain the MFN FSP/EHS training database, enter information accurately and promptly, and prepare reports as needed. With training department team, assist with developing and managing an effective, statewide flexible tracking system, ensuring appropriate action on requests for Parent Café. Maintain track core of knowledge hours in LMS. Provide training and ongoing technical support for all functions in the LMS as requested. Further develop, maintain, and enhance all systems and processes that are utilized in the departments. KNOWLEDGE, SKILLS, ABILITIES and OTHER CHARACTERISTICS: Proven experience in a leadership role. Deep experience in stakeholder engagement, community outreach, or related field. Knowledge and passion for the ever-changing technology market, early childhood education, family support, and community development. Exceptional trouble shooting, strategic thinking, problem-solving, and decision-making skills. Excellent interpersonal and communication skills, with the ability to build and maintain positive relationships. Commitment to diversity, equity, and inclusion. Excellent verbal and written communication skills, with the ability to communicate effectively with diverse audiences. High ethical standards and integrity, with a commitment to MFN's mission and values. Ability to work under pressure, manage multiple priorities, and adapt to changing needs. QUALIFICATIONS: Associate degree in Computer Information Systems, Applied Science or related field required. Bachelor's degree preferred. Minimum of 2 years of experience in creating, providing and coordinating in person and on-line training on subjects related to human services or infant/toddler development required. At least 6 months of experience working with adult learners is required. Proficient computer skills and familiarity with Microsoft Office to include Excel, database management, and other online tools required. Familiarity with video conferencing platforms like Zoom and Teams, and social media campaigns required. Familiarity with Adobe suite or comparable content editing software. Prepare, execute mass mailings / registration using Pardot / Soapbox Be able to navigate, access, and input information in Salesforce and other data management systems utilized by the department. Strong verbal and written communication skills. Advanced organizational skills with the ability to manage multiple tasks and assignments. A customer service mindset. Ability to travel statewide; occasional overnights included. Valid driver's license and regular access to reliable transportation; and ability to transport materials to scheduled events. PHYSICAL DEMANDS: Must possess the ability to remain in a stationary position, such as standing or sitting, 50% of the time. The person in this position needs to occasionally move about inside the office to access file cabinets, office machinery, etc. Constantly operates a computer and other office productivity machinery, such as a calculator, copy machine and computer printer. May occasionally have to position self or move to stoop, crouch, reach, push, pull or kneel. Must be able to communicate, express oneself and exchange information with others. May occasionally have to pick up an item that weighs 10 lbs. or less. WORK ENVIRONMENT: The person is not substantially exposed to adverse environmental conditions. WHAT WE OFFER: Maryland Family Network staff enjoy a hybrid work schedule and great benefits to include: 15 Holidays Per Year Plus 4 Floating Holidays Vacation Leave is accrued starting at 12 days per year Sick leave is granted at a rate of 12 days per year and is prorated based on hire date 403(b) Retirement Plan including discretionary employer contributions at 5% after 6 months of service with 3 years vesting schedule. Medical, Dental and Vision Insurance Flexible Spending Accounts (Healthcare and Dependent Care) Short-Term and Long-Term Disability (Company Provided) Life and AD&D Insurance (Company Provided) Employee Assistance Program & More! Monday-Friday 8:30am-4:30pm
$37k-55k yearly est. 9d ago
(Pool) Temporary Shakespeare Visiting Workshop Facilitator
Southern Oregon University 4.2
Ashland, OR jobs
Pooled Recruitment: By applying to this pool, applicants are not applying for a specific position. By applying, qualified applicants will be considered for Temporary Shakespeare Workshop Facilitator appointments that may become available at Southern Oregon University on an as-needed, part-time, and limited-duration basis. The appointment varies in classification, salary, and length, and provides varying levels of facilitating support. Applications will be kept on file and qualified applicants contacted by the hiring department for an interview. Applicants may withdraw their application from the pool at any time. This pool may be refreshed annually and interested applicants must reapply for continued consideration. For inquiries and additional information, please contact Human Resource Services via email at *********** or call ************. _____________________ Job Family Group: Administrative and Professional Division/Department: Academic Affairs/Theatre Compensation Range (if applicable): $56.83 per hour FLSA Status: Exempt Appointment Basis: Temporary/Limited Duration/Non-renewable Time Type: Part-time Benefits Eligible: No This position must possess and maintain a current, valid Driver License: No This position is designated as a critical, security-sensitive or safety-sensitive position; therefore, the incumbent must successfully complete a Criminal Background Check: Yes Lead Work/Supervisory Responsibilities: Based on position Remote Work Type: On-campus Visa Sponsorship: This employer will not sponsor applicants for visas. POSITION DESCRIPTION: Workshop Facilitator: This non-credit workshop program is designed for groups visiting Ashland to see plays at the Oregon Shakespeare Festival. Most often the groups are staying on the SOU campus, though many off-campus groups also avail themselves of the program's educational offerings. Individuals staying on campus take four hours of educational programming either from SOU or OSF. The following groups are the primary audience for the program: Professionals from the Oregon Shakespeare Festival (OSF) and the community lead the workshops. Depending on the content of the particular workshops. Minimum Requirements Advanced Degree and work experience for the more academic programs. Preferred Requirements Advanced Degree and work experience for the more academic programs. Essential Functions Duties - The following examples of typical work activities are meant to illustrate the general range of work functions and are not meant to be all-inclusive or restrictive: (100%) Shakespeare Studies Visiting Group Program provides educational programs led by professionally employed, highly qualified, regional area experts for off campus visiting groups. Non Credit guest workshops facilitator may conduct include: Stage Combat Ye Olde Project Runway Actor's Lab Jump Start Theatre Theatrical Makeup Acting and Practices of Shakespeare's times Other theatre-related topics Facilitator to track in classroom time only. Skills, Knowledge, and Abilities Excellent communication skills; ability to effectively communicate information in a clear and understandable manner. Ability to work with a high level of productivity and accuracy/attention to detail. Excellent organizational and time management skills. Ability to initiate, establish, and foster communication and teamwork by maintaining a positive, cooperative, productive work atmosphere in and outside the University with the ability to establish and maintain effective working relationships within a diverse population and with those from various cultural backgrounds. Ability to adapt to and work effectively in a heavily bureaucratic environment which requires regular interaction with a number of levels within the organization. Working knowledge, or ability to quickly learn, university infrastructure, policies and procedures. Physical Demand Teaching, standing, and sitting. Special Conditions Must be willing to travel and attend training programs off-site for occasional professional development. Must be able to work additional hours and adjust working hours to meet special jobs. May be called back periodically to perform work as needed on an emergency basis. Must be able to successfully pass a pre-employment background check. Under the provisions of the Fair Labor Standards Act (FLSA), this position classification is defined as exempt and is not subject overtime regulations. The person holding this position is considered a “mandated reporter” under the Oregon Revised Statutes and is required to comply with the requirements set forth by the Oregon Department of Human Services. _________________________ SOU is an equal access AA/EOE committed to achieving a diverse and inclusive workforce In compliance with the Americans with Disabilities Act (ADA), Southern Oregon University will provide, if requested, reasonable accommodation to applicants in need of accommodation in order to provide access to the application, interviewing, and selection process. You are not required to note the presence of a disability on this application. If, however, you require a reasonable accommodation in the application and/or interview process due to disability, requests must be made in a timely manner to Human Resources. Diversity Statement: Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators and members of a tightly connected global community. We encourage those who share in our commitment to diversity, to join our community and we expect all our employees to demonstrate an ability and desire to create an inclusive campus community. SOU Land Acknowledgement We want to take this moment to acknowledge that Southern Oregon University is located within the ancestral homelands of the Shasta, Takelma, and Latgawa peoples who lived here since time immemorial. These Tribes were displaced during rapid Euro-American colonization, the Gold Rush, and armed conflict between 1851 and 1856. In the 1850s, discovery of gold and settlement brought thousands of Euro-Americans to their lands, leading to warfare, epidemics, starvation, and villages being burned. In 1853 the first of several treaties were signed, confederating these Tribes and others together - who would then be referred to as the Rogue River Tribe. These treaties ceded most of their homelands to the United States, and in return they were guaranteed a permanent homeland reserved for them. At the end of the Rogue River Wars in 1856, these Tribes and many other Tribes from western Oregon were removed to the Siletz Reservation and the Grand Ronde Reservation. Today, the Confederated Tribes of Grand Ronde Community of Oregon (*************************** and the Confederated Tribes of Siletz Indians (************************* are living descendants of the Takelma, Shasta, and Latgawa peoples of this area. We [you may say I or the name of a program/department] encourage YOU to learn about the land you reside on, and to join us in advocating for the inherent sovereignty of Indigenous people. Notice to Prospective Employees Section 485 of the Higher Education Act, and The Federal Crime Awareness and Campus Security Act of 1990 (now referred to as the “Clery Act”), require that prospective employees be notified of the availability of SOU's Annual Security and Fire Safety Report. The report provides the annual statistics and campus policies for the reporting of and responding to campus crimes and fires; access to campus facilities; conduct code and campus policies on the use, possession, and sale of drugs/alcohol; and educational/information programs to inform the campus community about campus security procedures and crime prevention. An electronic copy of the Annual Security Report (ASR)can be accessed at the following link: ************************************************ A physical copy of the ASR is available at no charge upon request. To request a copy please visit the Campus Public Safety Office at 382 Wightman Street, Ashland OR 97520. For more information call ************, or email ************************.
$26k-39k yearly est. Auto-Apply 60d+ ago
Training Specialist
Cnhs 3.9
Silver Spring, MD jobs
Training Specialist - (250002MK) Description The Training Specialist will design, develop and coordinate the training and development programs. Deliver training and orientation sessions toemployees. Maintain documentation of training activities. Handle registration and training logistics. Prepare and administer competency tests. Qualifications Minimum EducationBachelor's Degree Or equivalent combination of education and or experience in a related field (Required) Minimum Work Experience2 years Related experience. (Required) Required Skills/KnowledgeDemonstrated experience in developing and conducting employee training programs, especially for scheduling and registration systems. Experience using Microsoft Publisher, Microsoft office, internet and CNHS Intranet. Functional AccountabilitiesTraining DevelopmentAssist in the design, development and coordination of training sessions, programs and competency testing staff. Prepare, assemble and revise course materials as requested to meet customer needs. Achieve and maintain a solid understanding of the business environment as a whole, include business practices, processes and strategy. Training ImplementationConduct training, development, competency testing and general clinic orientation sessions for staff. Assist in evaluation of effectiveness of training programs. Develop presentation materials, lead meetings and facilitate workgroups. Training LogisticsMaintain training documentation, include registration and completion records. Maintain master training calendar, ensure availability of equipment, space and materials. Handle registration and training logistics. Prepare course advertising materials; coordinate schedule of external and internal training resources. Communicate all set ups of training sessions and ensure necessary materials and supplies are available. SafetySpeak up when team members appear to exhibit unsafe behavior or performance Continuously validate and verify information needed for decision making or documentation Stop in the face of uncertainty and takes time to resolve the situation Demonstrate accurate, clear and timely verbal and written communication Actively promote safety for patients, families, visitors and co-workers Attend carefully to important details - practicing Stop, Think, Act and Review in order to self-check behavior and performance Organizational AccountabilitiesTraining Program ImprovementCompile training and development data and assist in recommending program/course modifications to meet training objectives; include results of feedback tool and evaluate feedback trends. Coordinate data collection process to develop, collect, analyze, report and measure multiple quality improvement initiatives. Apply quality management and process improvement principles and tools, using strong statistical analysis and technical skills. Organizational Commitment/IdentificationPartner in the mission and upholds the core principles of the organization Committed to diversity and recognizes value of cultural ethnic differences Demonstrate personal and professional integrity Maintain confidentiality at all times Customer ServiceAnticipate and responds to customer needs; follows up until needs are met Teamwork/CommunicationDemonstrate collaborative and respectful behavior Partner with all team members to achieve goals Receptive to others' ideas and opinions Performance Improvement/Problem-solving Contribute to a positive work environment Demonstrate flexibility and willingness to change Identify opportunities to improve clinical and administrative processes Make appropriate decisions, using sound judgment Cost Management/Financial ResponsibilityUse resources efficiently Search for less costly ways of doing things Primary Location: Maryland-Silver SpringWork Locations: Dorchester 12200 Plum Orchard Dr Silver Spring 20904Job: Human ResourcesOrganization: FinancePosition Status: R (Regular) - FT - Full-TimeShift: DayWork Schedule: 9:30am - 6:00pmJob Posting: Jan 23, 2026, 12:43:11 PMFull-Time Salary Range: 52728 - 87859. 2
$56k-65k yearly est. Auto-Apply 9h ago