Learning Specialist jobs at Chamberlain University - 1314 jobs

This position is responsible for assessing training needs through observance, surveys, interviews, focus groups, or consultation with supervisory staff and employees. The specialist trains all School Nutrition Personnel per USDA Professional Standard Requirements. Documents all training hours for staff. DISTINGUISHING CHARACTERISTICS This job has no supervisory responsibilities. ESSENTIAL JOB FUNCTIONS Conducts needs analyses, develops curriculum and lesson plans. Obtains, organizes and/or develops training procedure manuals, guides, and course materials. Monitors, evaluates, and records training activities or program effectiveness. Plans, develops, and implements USDA Professional Standards food service staff training and staff development programs in the 4 key areas. Assists in training employees on food service-related computerized systems as required. Presents information using a variety of instructional techniques or formats, such as role playing, simulations, team exercises, group discussions, lectures, videos, etc. Keeps training materials, activities, etc. updated and relevant; monitors programs and standards and makes adjustments when there are changes in procedures, standards and regulations. Keeps up with developments in School Food and Nutrition Services by reading current books, journals, and news articles. Coordinates the scheduling of training sessions, including in-service, orientations etc. with the Executive Director and other supervisory staff. Assigns school nutrition personnel to appropriate training sessions and schedules to ensure appropriate coverage. Arranges for training facilities, classrooms and equipment. Prepares and maintains agendas and tracking records. Provides certificates of completion for participants. Participates in School Nutrition Association Webinars to keep up with new information and regulations. Performs related duties as required or assigned. MINIMUM EDUCATION AND EXPERIENCE REQUIREMENTS Bachelor's degree in Dietetics, Food and Nutrition or a related field is desired. Must have completed minimum of 60 semester (90 quarter) hours with at least 30 semester (45 quarter) hours in food services, hotel and restaurant management, food science, nutrition, education, or other closely related field. Minimum of two (2) years of experience required in providing group training, identifying training needs, and developing and implementing training programs. Or an equivalent combination of education, experience, and/or training that provides the required knowledge and abilities. KNOWLEDGE, SKILLS AND ABILITIES Knowledge of adult learning theories and instructional principles. Knowledge of classroom, individual, and large group training principles. Knowledge of curriculum and material development. Knowledge of use of PowerPoint, with emphasis on voice-over techniques. Knowledge of effective staff utilization methods of food, food cost, quantity cooking, and general nutrition program principles. Knowledge of general operational requirements, rules, and regulations governing school nutrition programs under the National School Lunch Program. Knowledge of procedures for "Flow of Food" health and safety rules and regulations pertaining to Hazard Analysis and Critical Control Point (HACCP) principles. Ability to supervise and lead effectively. Ability to work with various senior level personnel to analyze training needs and develop training plans. Ability to plan and develop curriculum and lesson plans. Ability to write clear, concise instructional material and reports. Ability to learn and demonstrate the learning. Ability to conduct effective training programs and sessions for groups or individual employees. Ability to plan, conduct, coordinate and schedule training sessions. Ability to speak in a clear manner and communicate effectively with school administrators, department administrators, senior level personnel, and food service employees. Skill in the basic operation and utilization of personal computer and standard software programs (spreadsheets, word processing, presentations, etc.) Good critical thinking skills. Good problem solving skills. CERTIFICATION, LICENSE AND SPECIAL REQUIREMENTS Valid Georgia driver's license is required ServSafe certified. Salary/Terms/Benefits: 239 day contract year; 8 hours per day Salary Range: Grade 132 (placement on salary schedule based on years of related experience). Up to ten years allowed. The stated salary range reflects the opportunity for pay over the course of the employee's tenure. For external candidates, the top pay is not a potential starting salary. Excellent benefits package: includes health insurance; dental and life insurance; employee assistance program; personal, and sick leave; membership in the Teachers' Retirement System. Consideration/interviews will begin as soon as a list of applicants is established. Applications/resumes will be evaluated and only those meeting the qualifications will be considered. Candidates chosen for interviews will be contacted directly. No notification will be sent to applicants except those who are selected for interviews. BIBB COUNTY PUBLIC SCHOOL SYSTEM IS AN EQUAL OPPORTUNITY EMPLOYER The Bibb County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation so long as the accommodation does not create an undue financial hardship for the district. A complete list of physical demands associated with the position can be obtained from HR.

In order to be considered for this role, after clicking "Apply Now" above and being redirected, you must fully complete the application process on the follow-up screen. As part of Spring Training Business Operations team, the Spring Training Game Day Staff will be responsible for any duties related to fan experience during Spring Training. Core duties for this role include, but are not limited to: Provide Guest Service to fans based on questions presented Game Day staff duties will include all in-game promotions, such as Sausage Races, program sales, customer service, ticket scanning, scoreboard duties and other tasks as assigned Ticket office representative; responsible for the sale of tickets to fans at ticket window and/or scanning of tickets at entrance gates The ideal candidate will have experience in marketing, ticket sales, problem solving, and customer service as well as the ability to communicate effectively. Our Team The Game Day Operations Department are an integral part of providing the best fan experience possible at American Family Fields of Phoenix. Our team is here to welcome guests to our beautiful ballpark, assist guests during games and other events while providing a safe, family friendly experience. Our Pitch You come here to make a difference. We are a purpose-led organization, focused on building an inclusive and engaging culture that fosters excellence, collaboration and ingenuity. We strive to be a model employer and cultivator of talent, empowering our teams to drive innovation through the inclusion of diverse thoughts, ideas and perspectives. We operate at the highest standard of excellence, investing in the development of our staff across all levels and embracing differences through a culture of respect and understanding. Seasonal perks Ballpark discounts Recognition program and incentives Inclusive training and development opportunities aligned with Club values For more information about our Crew, other benefits and insight into our Club culture please visit our Careers Page.

JOB STATUS: OPEN POSTING NUMBER: 00040276 SCHOOL YEAR: 2023-2024 CALENDAR: District Support / Full Year POSTING NUMBER: 00040276 SENIOR TRADES: PLUMBING JOB DESCRIPTION: ESSENTIAL FUNCTIONS: To assemble, install, and repair pipes, fittings, and fixtures of heating, water, gas, sewer and drainage systems. PREFERRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE: Preferences: Effective communication skills, both verbal and written. Flexibility, organization, decision-making and problem solving skills. Interpersonal skills with diverse populations in-person and on the telephone. Knowledge of APS community, computer system, financial and legal requirements. Ability to meet deadlines and work on multiple projects. Knowledge of all applicable plumbing and mechanical codes. Four years of experience as a plumber with state contractor. REQUIREMENTS: Requires a High school diploma or equivalent. Valid New Mexico Journeyman Gas license. Valid New Mexico Journeyman Plumbing license. Satisfactory completion of pre-employment skills test. Valid New Mexico driver's license with insurable driving record. CONTACT INFORMATION: Contact: Work year: 260 days/8 hrs. Contact: Gary Starr at ************ X 67425 / ****************** APPLY TO: You must apply online at ******************* ADDITIONAL INFO: GRADE / LEVEL: D7 SALARY: Starting hourly salary is $24.62 DAYS: 256 HOURS: 8 START DATE: ASAP

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future. We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne. A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area. The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us. Job Summary The Falcon Forward Facilitator supports the Falcon Forward Program and St. Louis Catholic Academy activities by providing structured guidance, supervision, and enrichment opportunities for students outside of regular classroom instruction. This role is designed for individuals who are not current SLCA teachers, but who are passionate about student growth, engagement, and community building. Job Responsibilities Lead and facilitate Falcon Forward Program activities, ensuring they align with program goals of academic support, enrichment, and student development. Supervise and engage students in a safe, supportive, and structured environment. Collaborate with SLCA staff and leadership to maintain consistent expectations for behavior and participation. Support special events and activities connected to the Falcon Forward Program and broader SLCA student activities. Provide feedback to program leaders to improve student experiences and outcomes. Job Requirements Experience working with children or youth in educational, recreational, or community settings. Strong communication and organizational skills. Commitment to SLCA's mission and values. Ability to foster a positive, respectful, and engaging environment. The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and individual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status. Pre-Employment Screening All candidates receiving an employment offer must submit a pre-employment screening. The screening will include criminal background check, Family Care Safety Registration, drug screen, employment and educational licensure/certification verification, health screening, and any other screenings deemed necessary for employment. Any offer would be contingent upon successful completion of any required screening.

Learning Environments Specialist Time Type: Full time and Qualifications: The Learning Environments Specialist is responsible for supporting all digital learning environments, endpoint, and audio visual (AV) technology deployed at the Lancaster campus, including technology in learning and research spaces, computer labs, presentation and conference spaces, and administrative/academic neighborhoods. This position combines hands-on technical expertise with pedagogical support to ensure classrooms operate reliably and that faculty have the tools, training, and guidance to use technology effectively in teaching and learning. Reporting through the Classroom & Event Support team, the Learning Environments Specialist works in close partnership with the Academic Technology Team to plan, execute, and evaluate shared projects that enhance instructional quality and foster innovation in learning spaces. The specialist regularly collaborates with academic staff and faculty to identify needs, pilot new technologies, and develop sustainable solutions that support teaching, research, and student engagement. Essential Duties and Responsibilities: Classroom AV & Technology Support Serve as the primary on-site contact for classroom and learning space technology at Lancaster. Provide support for classroom and presentation space technology, including computers, projection and sound systems, and related equipment to fully support the teaching and learning environment. Provide remote and onsite technical support for all University endpoint devices, including computers, mobile devices, AV in classroom and presentation spaces, and other related technologies. Track incidents and service requests using the University's service management system. Regularly review and prioritize open tickets and provide status to users. Provides production support for on-ground special events with AV needs. Coordinate with Conference and Auxiliaries and with those hosting the event to ensure requirements are met, including event recording, live streaming, etc. Collaborate with Marketing and Communications as needed. Configure and install new computer equipment purchased for academic and administrative departments. Maintain an accurate inventory of university-provided computers, warranty information, user assignments, asset tagging, and asset recycling. Provide support for administrative, academic, and research software applications, including Microsoft and Mac OS, Microsoft Office, Google Workspace, Adobe Creative Cloud, and various other software. Coordinate escalation of issues requiring support from other internal teams and external vendors. Learner Experience Design & Faculty Support Provide technical support and training for learning management and assessment tools, including Canvas, Respondus, and related educational technologies, to ensure effective course delivery and faculty/student success. Provide consultative direction to faculty in the design and development of courses for online, hybrid, and traditional delivery. Leverage technology to improve learner access and provide just-in-time learning. Provide guidance to faculty in proven instructional technology and design theory to promote teaching and learning. Support course development initiatives that drive revenue generation through non-credit, professional, and continuing education offerings, expanding the University's capacity to serve new learners and community partners. Design and provide training on instructional tools, digital content creation, and active learning strategies. Work to integrate classroom and online learning tools within Canvas and other platforms. Assist faculty in aligning course technology with learning outcomes and accessibility standards. Promote components of the Ignatian Pedagogical Paradigm (care for the individual, experience, reflection, action, evaluation) as it applies to course development, faculty development, and project management. Develop and deliver workshops, guides, and tutorials that promote effective use of instructional technologies. Secondary Duties and Responsibilities: Work with colleagues across IT on special projects. Provides client-side technical expertise to ensure that the projects meet technology requirements. Provides preventative maintenance services in classrooms during off-hours when classrooms are not in use. Serves as a technical representative for University committees and task forces. Other duties as defined. Minimum Qualifications: Required Bachelor's degree in instructional technology, education, information technology, or related field. Minimum of three (3) years of experience providing customer service, technical and AV support, preferably in a University environment. Familiarity with learning management systems (preferably Canvas) and academic technology tools. Extensive knowledge of audiovisual systems and web conferencing platforms, particularly Zoom. Understanding of AV system functionality and experience in the use of AV control systems (e.g., Extron, Crestron, AMX). Must possess superior interpersonal, communication, and organizational skills. Demonstrated experience working independently and in a diverse, inclusive team environment. Skilled at managing multiple projects and demands Demonstrated ability to handle conflicts calmly and professionally. Desire and aptitude to learn new technology quickly. Preferred Experience supporting higher education faculty and instructional environments. Familiarity with Certified Technology Specialist (CTS), Crestron Fusion & Toolbox, Extron Global Viewer, Configurator & Toolbelt is desirable. Knowledge of ADA compliance, Universal Design for Learning (UDL), and accessibility best practices. AVIXA CTS or comparable certification. Physical Requirements and/or Unusual Work Hours: Weekend and night availability is required during special events and peak times. Position requires response to after-hours outages on an on-call rotating basis. Occasional travel to Hawk Hill and University City campuses. Ability to lift and transport equipment and supplies (up to 50 lbs). Frequent standing, walking, bending, climbing of ladders, and the manual dexterity required for setting up and troubleshooting equipment. Note to candidates: This position has an estimated, targeted hiring range of $62,000-$65,000 per year. A final recommendation will be made after evaluating a candidate's education and employment history. This notice serves as an update to the range listed at the bottom of the job posting. Saint Joseph's University is a private, Catholic, Jesuit institution and we expect members of our community to be knowledgeable about - and to make a positive contribution to - our mission. Saint Joseph's University is an equal opportunity employer that seeks to recruit, develop and retain a talented and diverse workforce. The University is committed to the diversity of its faculty and staff so that our students, our disciplines and our community as a whole can benefit from the multiple perspectives it offers. The University seeks qualified candidates who share our commitment to equity, diversity and inclusion. EOE Saint Joseph's University prohibits discrimination on the basis of sex in its programs and activities, including admission and employment, in accordance with Title IX of the Education Amendments of 1972. The Title IX Coordinator is responsible for overseeing compliance with Title IX and other civil rights laws and regulations. To contact the Title IX Coordinator, e-mail ***************, visit Campion Student Center suite 243, or call ************. To learn more about the University's Title IX policies, the process for filing a report or formal complaint of sex discrimination, sexual harassment, or other form of sexual misconduct, and the University's response to reports and/or formal complaints, please visit ******************** Inquiries may also be directed to the Federal agency responsible for enforcing Title IX, the U.S. Department of Education Office for Civil Rights. Applicant Information & Disclosures Please review this article of important information pertaining (but not limited) to: Background checks, the Form I-9, Equal Opportunity Employment (EOE), and Title IX. Applicant Information & Disclosures Please review this article of important information pertaining (but not limited) to: Background checks, the Form I-9, Equal Opportunity Employment (EOE), and Title IX. Pay Transparency & Benefits Overview Please click to read more about the university's approach to pay and benefits transparency. Adjunct instructor compensation can be found in the article. Otherwise, an estimated pay range is listed below. This position's estimated pay range is: $61,800.00 - $67,925.00

- Oversee and manage testing procedures for students with ADA accommodations; - Manage and oversee updates/training to testing technology and processes; - Partner with Wellness Center to establish and upkeep all processes to support ADA students; - Provide intervention support and troubleshoot testing issues and concerns; - Organize and arrange for proctors for all tests supported by the ASC ; - Maintain and document all usage of testing services; - Reporting on usage and identify where needs are or changes should be made. Preferred Qualifications - Master's degree in education or a related field. - Experience training and supervising peer tutors - Knowledge of and experience with SI (Supplemental Instruction) - Experience with workshop design and delivery. - Experience in teaching, training, curriculum design

Working Title: Learning & Development Specialist Classification Title: Human Resources Professional III Posting Details Priority Application Deadline (Posting will remain open until filled): Sunday, January 4, 2025 @ 11:55pm PST Note to Applicants: Applicants invited to interview will be asked to prepare a five-minute presentation based on a prompt to be provided. Hiring Preference Eligible on-campus applicants in California State University Employees Union (CSUEU) Bargaining Units 2,5,7, and 9 will be given first consideration in the recruitment. Position Summary This position will create and implement various learning programs and training experiences, to develop the capabilities and knowledge employees need to grow at Sac State. Experience with developing training content, e-course creation technology, and learning management systems is an important aspect of this position. This position has three major roles: 1) instructional design using course authoring software to build e-courses and videos, 2) live training facilitation, logistics coordination, communications, and 3) compliance training coordination and reporting. This position collaborates with individuals at all levels within the organization for the development and execution of live and online courses. FLSA: Exempt (Not eligible for overtime compensation) Anticipated Hiring Range: $5,797 per month (Step 1) - $6,031 per month (Step 3); Salary step placement will be determined based on relevant qualifications and professional experience. CSU Classification Salary Range: $5,797 per month - $8,445 per month Best-in-class Benefits: Click here to learn more CSU Total Compensation: Click here to learn more Salary Grade/Range: 1 Recruitment Type: Regular (Probationary) Time Base: Full-Time Pay Plan: 12 months Work Hours: Monday - Friday 8:00am - 5:00pm; occasional other hours as needed. May be eligible for a partial telework schedule, upon management approval, following a training period. Department Information Learning & Development supports the University's mission and the Hornet Honor Code by fostering a culture of learning and improvement by facilitating a variety of high-quality employee growth opportunities while nurturing an inclusive and holistic approach to individual learning and institutional development. For more information, visit ******************************************************************************************* Minimum Qualifications Equivalent to a bachelor's degree in a related field and four years of relevant experience. Additional experience which demonstrates acquired and successfully applied knowledge and abilities shown above may be substituted for the required education on a year-for-year basis. An advanced degree in a related field may be substituted for the required experience on a year-for-year basis. Required Qualifications Experience in instructional design and development using screen recording and course authoring software (such as Articulate, or similar software). Ability to design, develop, implement, and evaluate learning programs (both e-course content and in-person content) in close partnership with Subject Matter Experts (SME) and managers. Demonstrated experience using adult learning theories, learning and development models (e.g., ADDIE) and instructional design methodologies to build effective learning solutions; experience using a variety of modalities and emerging tools to build e-courses and videos (e.g., Articulate). Experience working with customers at all levels in a consultative capacity to determine the best approach to e-learning needs, course design and delivery. Exceptional facilitation skills both virtually and in-person; develop content using adult learning theories and achieving learning objectives. Excellent oral, written, and interpersonal communication skills, resulting in the ability to present information, communicate, and coordinate with individuals and departments throughout the organization. Experience establishing and maintaining productive, effective and inclusive working relationships amongst diverse populations. Ability to take initiative, work independently, collaboratively and deliver measurable outcomes. Strong analytical, organizational and time management skills. Experience scheduling workshops, coordinating facilitators, marketing, tracking registrants and session attendance, and marketing. Strong command of Microsoft Office skills and ability to produce high-quality deliverables, such as presentations, advanced spreadsheets, reports and messaging. Commitment to maintaining a welcoming and inclusive work environment with diverse colleagues and constituents including faculty, students, staff, and members of the community. Condition of Employment Ability to complete the background check process. Preferred Qualifications Five or more years' experience in a training or administrative role to include three years working experience in organizational learning, providing professional development, including work within a complex learning management system. Two years of progressively responsible experience, involving duties such as facilitation, training and/or program development, as well as producing videos and e-courses. Experience working with accessibility tools and understanding of universal design (UDL) principles and web accessibility standards (e.g., Section 508). Experience working with a complex learning management system (e.g., SumTotal). Experience integrating courses with a learning management system (e.g., SCORM files). A degree in instructional design, business, human resources, information / systems technology or a related field; or equivalent combination of education and work experience. Documents Needed to Apply (2) Resume Cover Letter Failure to upload these documents to the online application may result in disqualification. About Sacramento State Sacramento State is located in the heart of California's capital city, five miles from State Capitol. The lush, 300-acre campus is situated along the American River, close to numerous bike trails and other recreational areas. Sacramento, also known as the “Farm-to-Fork Capital,” is one of the most ethnically diverse and livable cities in the country, with a population of half of a million. Sacramento State proudly serves as a Hispanic-Serving Institution (HSI), Asian American and Native American Pacific Islander-Serving Institution (AANAPISI), and is recognized by the California Legislative Assembly as a Black-Serving Institution. The university enrolls around 31,000 students from the Greater Sacramento Region, throughout California, across the nation, and around the world. Our 1,800 faculty and 1,500 staff are committed to meeting our mission: “As California's capital university, we transform lives by preparing students to lead, serve, and succeed. Sacramento State will be a welcoming, caring, and inclusive leader in education, innovation, and engagement.” As the regional hub of higher education, Sacramento State is dedicated to learning and student success; teaching, research, scholarship and creative activity; justice, diversity, equity and inclusion; resource development and sustainability; dedicated community engagement, and wellness and safety. As evidenced by the values embedded in our Hornet Honor Code, Sacramento State is committed to creating an inclusive environment where all faculty, staff, students, and guests are welcome and valued. Our commitment is more than simply ensuring that our campus is free from bias and discrimination, but is one devoted to celebrating many diverse identities, life experiences, and perspectives that enrich our community, teaching and learning. To learn more about why you should join the Hornet Family, please visit the Why Sac State? page. Equal Employment Opportunity California State University, Sacramento is an Affirmative Action/Equal Opportunity Employer and has a strong institutional commitment to the principle of diversity in all areas. We consider qualified applicants for employment without regard to race, color, religion, national origin, age, sex, gender identity/expression, sexual orientation, pregnancy, genetic information, medical condition, marital status, veteran status, or disability. Sacramento State hires only those individuals who are lawfully authorized to accept employment in the United States. It is the policy of California State University, Sacramento to provide reasonable accommodations for qualified persons with disabilities who are employees or applicants for employment. If you need a disability related reasonable accommodation as part of the application and/or interviewing process, visit *********************************************************************************************************** The University is committed to creating an education and working environment free from discrimination, sexual harassment, sexual violence, domestic violence, dating violence, and stalking. For more information on mandatory training for new employees, visit ***************************************************************************************************************** Jeanne Clery Campus Safety Act Notification: Pursuant to the Jeanne Clery Campus Safety Act, the current Annual Security Report (ASR) is available for viewing at ************************** . The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and sexual assault prevention information, and drug and alcohol prevention programming. The ASR also contains statistics of Clery Act crimes for Sacramento State for the last three (3) calendar years. Paper copies are available upon request by emailing the Clery Director at **************. Under the Clery Act, this position may be designated as a Campus Security Authority (CSA) depending upon the role on campus and/or job duties. If this position is identified by the Director of Clery Compliance as a CSA position, you will be notified via email and will be assigned the appropriate training in CSU Learn. Background Check Disclaimer A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with California State University, Sacramento. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current California State University, Sacramento employees who apply for the position. Out of State Employment Sacramento State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees (up)on date of hire to reside in the State of California. As of January 1, 2022 the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. Eligibility Verification Candidate must furnish proof of eligibility to work in the U.S. California State University, Sacramento is not a sponsoring agency for staff and management positions (ie. H-1-B Visa). Note to Applicants: Possession of the minimum qualifications does not guarantee an interview unless required by collective bargaining agreement.

The K-4 Social Emotional Learning (SEL) Specialist Classroom Teacher is responsible for embedding the CASEL Framework into daily classroom practices, supporting students' emotional intelligence, resilience, and interpersonal skills. This educator will lead SEL instruction by explicitly teaching and integrating the five CASEL competencies and PBIS (Positive Behavioral Interventions and Supports) initiatives.This educator supports students' development in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making while fostering academic achievement, and positive behavior. The SEL Teacher will also collaborate with staff, students, and families to foster a school-wide culture of emotional wellness and positive relationships. Key Responsibilities: Instruction & Curriculum Integration: Design and deliver direct instruction aligned to the CASEL competencies, ensuring students build strong foundational skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Incorporate SEL practices into academic content areas, using intentional teaching strategies to promote emotional and cognitive development. Apply trauma-informed approaches, culturally responsive pedagogy, and restorative practices to create a supportive and inclusive classroom environment. Student Support: Assess student SEL strengths and needs and provide targeted support and interventions for students requiring additional assistance with specific CASEL competencies. Model and coach students on emotional regulation, problem-solving, empathy, conflict resolution, and goal setting. Collaborate with school counselors, psychologists, and behavior teams to address student emotional or behavioral challenges proactively. Collaboration & Professional Development: Serve as a school resource and leader on implementing the CASEL framework, offering strategies and modeling best practices for staff. Plan and facilitate professional development workshops that train staff on integrating SEL into academic and social environments. Engage families through workshops, communication, and events that build understanding of and support for SEL at home. Assessment & Reporting: Use observational tools, student self-assessments, and SEL screeners aligned with the CASEL framework to monitor student progress (Wayfinder). Maintain accurate records and report data that inform school-wide SEL initiatives and drive continuous improvement efforts. Reflect on SEL practices through data collection, feedback, and self-evaluation to enhance programming. Qualifications: Education: Bachelor's degree in Education, Counseling, Psychology, Social Work, or a related field (Master's degree preferred). Licensure - MA Academic: Teacher - Elementary 1-6 Skills: Strong understanding of the CASEL competencies and how they interconnect with academic achievement, school climate, and mental health. Skilled in trauma-informed care, culturally responsive practices, and restorative approaches. Therapeutic Crisis Intervention for Schools training preferred Effective communicator and relationship-builder with students, colleagues, and families. Knowledge of PBIS frameworks and Tiered Intervention supports (MTSS). Strong organizational and time-management skills; ability to work independently and collaboratively. Salary/Benefits: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. -SY 26-27 Pay Range - $65,178-$125,654. Everett Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

The Social Emotional Learning (SEL) Classroom Teacher leads the integration of evidence-based SEL practices in alignment with the CASEL Framework, MYCAP (My Career Advancement Plan), and PBIS (Positive Behavioral Interventions and Supports) initiatives. This educator supports students' development in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making while fostering academic achievement, college/career readiness, and positive behavior. Through direct instruction, collaboration, and coaching, the SEL Specialist helps establish a supportive, inclusive school culture that meets the needs of all learners. Key Responsibilities: Instruction & Curriculum Integration: Design and deliver direct SEL instruction aligned with the five CASEL competencies and incorporate SEL into daily academic instruction. Integrate SEL goals with MYCAP planning, helping students develop the personal and career readiness skills necessary for postsecondary success. Use restorative, trauma-informed, and culturally responsive practices to strengthen students' resilience and engagement. Support implementation of PBIS Tier 1 strategies to promote school-wide positive behavior expectations and create a safe, nurturing environment. Student Support & Interventions: Identify students needing targeted SEL interventions based on SEL assessments, behavioral data (PBIS), and MYCAP benchmarks. Facilitate small groups or individualized SEL sessions that address specific student needs in emotional regulation, career planning, goal setting, and conflict resolution. Collaborate with counseling staff and PBIS teams to implement interventions aligned with the Multi-Tiered Systems of Support (MTSS) model. Collaboration & Professional Development: Serve as a leader and resource for staff in the integration of CASEL, MYCAP, and PBIS frameworks into classroom practices. Plan and deliver professional development to staff on SEL integration, trauma-informed practices, restorative strategies, MYCAP goal-setting, and PBIS systems. Engage families and community partners to support SEL, career planning, and positive behavior reinforcement at home and in the broader community. Assessment, Reporting, and Data Use: Collect and analyze SEL, MYCAP, and PBIS data to monitor student growth and program effectiveness. Use observational tools, student self-assessments, and SEL screeners aligned with the CASEL framework to monitor student progress.(Wayfinder) Maintain accurate, confidential records of student progress on SEL competencies, behavior plans, and MYCAP goals. Use data to inform continuous improvement of SEL, career readiness, and behavioral supports school-wide. Qualifications: Skills: Deep understanding of the CASEL competencies and their application to academic and life success. Knowledge of PBIS frameworks and Tiered Intervention supports (MTSS). Familiarity with MYCAP planning processes and career readiness frameworks. Strong communication, coaching, and collaboration skills with both youth and adults. Skilled in trauma-informed care, culturally responsive practices, and restorative approaches. Therapeutic Crisis Intervention for Schools training preferred Highly organized, data-driven, flexible, and culturally responsive. Salary: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. SY 25-26 - Pay Range - $63,280-$121,994. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Latin School of Chicago provides its students with a rigorous and innovative educational program in a community that embraces diversity of people, cultures and ideas. Latin inspires its students to pursue their passions and lead lives of purpose and excellence. Latin School of Chicago is seeking an innovative and collaborative Part-time Learning Specialist for prekindergarten through fourth grade starting Fall 2026 who is passionate about student learning and supporting students with learning differences. As a member of the Learning Resources team, the Learning Specialist will collaborate with co- learning specialists, the reading and math specialists, counselors, homeroom teachers, administrators, and parents to identify and meet the needs of students identified with learning differences and as at-risk. The Part-time Learning Specialist will be half time (20 hours and 5 days per week) and eligible for our full benefits package. ESSENTIAL DUTIES AND RESPONSIBILITIES: Design and implement remediation for individual students and small groups, in push-in and pull-out environments Support students using specialized instruction in reading, written language, mathematics, and executive functioning Support teachers with implementing classroom accommodations and modifications for specific students and supporting the needs of all learners Actively participate in meetings with the Learning Resource team, counselors, teachers, and administrators in order to support students' academic and social-emotional needs Support the data collection process for reading/ math screenings SK-Gr4. Collaborate with teachers, administrators, and families to identify strategies and develop plans to address students' growth and development Maintain records regarding students progress and school performance Serve as a case manager and liaison among outside professionals, teachers, and families to coordinate instruction and related services for students Write personalized narratives twice yearly that effectively communicate their students' progress Read, summarize, communicate data from diagnostic evaluations, as well as identify and describe cognitive and academic areas needing support Continue ongoing professional development, collaboration with colleagues, and commitment to diversity, equity, and inclusion Qualifications Bachelor's degree in elementary education, special education, or related field with special education/ LBS1 certification Master's degree in learning disabilities, speech and language, special education, or related field preferred 3-5 years teaching experience required Training and experience with multi-sensory, structured literacy and math programs required REQUIRED SKILLS: Understanding of typical and atypical child development, including the underlying neurological and cognitive processes, such as memory, language development, and visual-spatial processing Understanding of growth mindset concepts and executive functioning skills Deep and broad knowledge and experience with literacy and mathematics content, instructional practices, and evidence-based intervention programs Excellent interpersonal skills, as well as proven ability to take initiative and work with a diversity of colleagues as a member of a team Strong oral and written communication skills Proficient computer skills, including experience with Google Workspace and programs/ apps supporting literacy and math development Knowledge of data collection tools (e.g., FastBridge) to support intervention practices and of diagnostic evaluations in order to utilize testing results and recommendations Candidates should complete the application and submit a resume, cover letter, and statement of educational philosophy. Latin School embraces diversity of people, cultures, and ideas and is an equal opportunity employer.

Conejo Valley Unified ESSENTIAL DUTIES/RESPONSIBILITIES: Assist in implementing instructional programs, lesson plans, and enrichment activities. Present and reinforce instruction to individual or small groups of students. Assist students by answering questions, providing proper examples, emotional support, friendly attitude and general guidance; assure student understanding of program rules and procedures. Assist students in completing homework assignments in a variety of subjects and reaching academic goals. Observe, monitor and manage behavior of students enrolled in an assigned after-school program during educational and recreational activities; monitor and actively engage with students during indoor and outdoor activities; Assist in maintaining site records, including discipline, parent sign-out and program activities in accordance with mandated program requirements. Manage sign-in/out sheets for student entry into the program and upon release. Confer with supervisor concerning educational activities and materials to meet student needs; reports progress regarding student performance and behavior. Perform related duties as assigned. MINIMUM ENTRANCE QUALIFICATIONS: Education/Experience: * High School diploma or an equivalent; Associate's Degree is highly desirable. Licenses/Certifications/Special Requirements * Valid California Class C Driver's License JOB COMPETENCIES: Knowledge, Skills, and Abilities: Knowledge of: * Child guidance principles and practices. * Safe practices in classroom and outdoor activities. * Basic subjects taught in schools, including arithmetic, grammar, spelling, language and reading. * Basic math, including calculations using fractions, percentages, and/or ratios. * Behavior management and motivation techniques. * Health and safety practices and procedures. * Applicable laws, codes, regulations, policies and procedures. * District organization, operations, regulations, policies and objectives related to position. * General instructional techniques and strategies related to after-school programs. * Correct English usage, grammar, spelling, punctuation and vocabulary. * Educational and recreational practices and procedures and appropriate student conduct. * Oral and written communication skills. * Interpersonal skills using tact, patience and courtesy. * First aid/CPR techniques. * Basic recordkeeping methods and procedures. * Arithmetic calculations. Ability to: * Learn and apply rules and regulations involved in assigned program functions * Analyze situations accurately and adopt an effective course of action * Set appropriate boundaries with children and adults utilizing conflict resolution skills and proactive communication, following guidelines established in the Child Care Parent Policy Handbook. * Comprehend and follow directions given verbally and in writing * Demonstrate mental acuity sufficient to perform the essential functions of the position * Communicate effectively both orally and in writing * Apply principles of creativity and flexibility in executing program functions * Establish and maintain a safe and healthful environment * Establish and maintain basic filing systems for program required recordkeeping * Establish and maintain cooperative and effective working relationships with children and parents, program staff and the public. * Develop and implement behavior plan as needed to address challenging student behaviors and address individual children's needs. Refer to the job posting for a list of experience requirements or if you have any questions or need further clarification, please contact the email address listed in the posting. Refer to the job posting for a list of required skills or if you have any questions or need further clarification, please contact the email address listed in the posting.

Provides support to the Special Education leadership team regarding the areas of Out of District school placements budgeting and compliance. Consultation and support specific to monitoring of contracts for OOD and IEEs, Department payroll management, tutoring, and other duties as assigned. ESSENTIAL DUTIES & RESPONSIBILITIES Successful candidate will have direct experience including but not limited to creations of purchase orders, accounts payable, student file maintenance, invoice reconciliation and payroll. MINIMUM JOB QUALIFICATIONS Associate degree required; Bachelor's Degree preferred. At least five years experience at an Administrative Assistant level, with a minimum of two years' experience in Special Education/Exceptional Learning. Appropriate education/experience substitutions can be made. KNOWLEDGE, SKILLS, and ABILITIES Supports Exceptional Learner Leadership team in the monitoring of compliance requirements as it applies to Out of District placements and DESE compliance. Monitors and coordinates all requests for IEE's (Independent Education Evaluations) and contract. Oversees timecards and payroll submissions, including documentation of vacation, sick time for department for administrator's approval. Works closely with the Chief and Asstant Chief of Exceptional Learning in all areas of responding to student record requests, parental complaints, and general exceptional learning support. Create and maintain individual documentation files for ODD students including tuition invoices, additional services, and IPAs Assist with determining cost of special education programs/services Assist in Creating and maintaining contracts Assist in projection of A/R for next fiscal year Maintain copies of OOD invoices for each student Assist with Out of District cost projection for the next fiscal year. Process purchase order change request forms as needed Effectively communicate with both internal and external offices and agencies. Maintain list of students recieivng home tutoring Coordinate home/hospital tutoring Knowledge of Springfield Public School District Proficient in computer/technical skills with Microsoft Office, Outlook and Excel Experience working with diverse populations Ability to handle common inquiries or complaints Ability to use (or learn to use) computer software and systems applicable to the position Ability to operate standard office equipment, such as a computer keyboard, monitor, copies, scanners, and telephone Ability to communicate effectively orally and in writing Abioity to complete other duties as assigned PHYSICAL REQUIREMENTS Exerting up to 10 pounds of force occasionally, a negligible amount of force frequently, and/or or constantly having to lift, carry, push, pull or otherwise move objects, including the human body. WORKING ENVIRONMENT This position requires employee be in an office or similar indoor environment. Employee is frequently exposed to individuals who are rude or irate and is occasionally exposed to individuals with known violent backgrounds. Page 2 of 3 The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. The list is not all-inclusive and may be supplemented as necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The Springfield Public School District (MA) is an Equal Opportunity Employer. "If you BELIEVE, we have a place for YOU on our team! Come work for us!" About our District Springfield Public Schools is a cultural gem in Western Massachusetts that is committed to providing a learning environment that opens the doors of infinite possibilities to our amazing students and staff. We strive to equip each of our approximately 24,000 students with learning experiences that enhance their knowledge and critical thinking skills. We are the 3rd largest district in Massachusetts. Our district has over 44 languages spoken and over 60 countries represented by both students and staff. We foster a positive and professional environment in our schools and worksites where people feel valued, respected, supported, seen and heard. Our students and staff share their ideas and perspectives, learning from and appreciating each other. We are a district that is committed to equity and excellence. Join a team that Empowers Educators In addition to offering competitive salaries and benefits, we provide numerous cutting-edge professional development opportunities for all staff. We let our data shape the professional development of the district, therefore, it is relevant and actionable. We support our teaching staff with mentors such as instructional leadership specialists and effective educator coaches to work with them throughout the year in lesson planning, data analysis and management. Our district offers career advancement opportunities and is invested in "Grow our Own" and educational pipeline programs. These programs help our staff achieve a college degree or lead to certification pathways. If there is something that you would like to know specifically about the position that you are applying for or assistance with matching your skills to a position, Carmen Molina-Figueroa will be happy to assist you at *********************************************. The Springfield Public Schools is committed to maintaining a work environment free from discrimination on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, or military service, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose discrimination and harassment or who participate in an equal opportunity investigation. The Springfield Public Schools is committed to maintaining a learning environment free from discrimination on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability or homelessness. NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sexual harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

PURPOSE Support FWCS employee success by providing onboarding, substitute preparation, and technology adoption across FWCS. This position provides training to employees, assists with the planning, delivery, facilitation, and evaluation of professional learning. Professional learning will include district technology systems and tools. Through these efforts, the role enhances employee readiness, strengthens substitute effectiveness, and promotes efficient and consistent use of FWCS systems. MINIMUM QUALIFICATION Bachelor's degree in education, instructional technology, or a related field or three to five years of experience in education or instructional technology in lieu of degree. Experience with learning management systems, student information systems, or digital instructional platforms. Strong oral and written communication skills; ability to deliver engaging presentations and training sessions. Proficiency with educational technology platforms and office productivity tools. ESSENTIAL FUNCTIONS Plan, coordinate, and facilitate orientation for FWCS employees, including scheduling, communication, materials preparation, compliance training, and ongoing support. Develop, implement, and deliver professional learning opportunities tailored to user groups such as teachers, secretaries, administrators, and assistants. Provide training to FWCS staff on district technology systems to improve adoption, efficiency, and effectiveness of use. Create and maintain user guides, training videos, tutorials, and other professional learning resources. Assist with planning, facilitating, and evaluating professional learning, including scheduling, attendance tracking, materials preparation, and analysis of participant feedback. Provide direct support to employees navigating digital platforms; collaborate with IT to troubleshoot system issues and improve user experience. Analyze participant feedback from professional learning sessions to evaluate effectiveness and determine next steps. Perform related duties as assigned to meet the needs of the department. PHYSICAL REQUIREMENTS To perform the essential functions of this job effectively and safely, employees must meet the following physical qualifications: Communication Skills: Ability to speak clearly and hear effectively in various environments. Manual Dexterity: Adeptness in the use of hands and fingers. Postural Endurance: Sit or stand for prolonged periods, as the job requires. Flexibility: Ability to bend at the waist, kneel, or crouch to perform specific duties. Visual Acuity: Close vision ability with the capacity to adjust focus. Mobility: Freedom to sit or walk at will throughout the work environment. Strength and Stamina: Capability to lift, carry, push, or pull up to twenty-five (25) pounds or more. Outdoor Work: Tolerance of work outside in various weather conditions. FWCS will reasonably accommodate individuals with disabilities to perform these essential functions.

Coordinates Multilingual Language Learner programs in various schools using leadership, supervisory and administrative skills. Essential Duties and Responsibilities: * Communicates and collaborates with colleagues, supervisors, families, and students. * Evaluates on an ongoing basis, the curriculum, procedures, and individual needs and achievements as it pertains to English language learners. * Supervises and coordinates programs supporting English language learners. * Compiles and maintains legally required and useful reports and records. * Interprets and implements the objectives and programs of the Instructional Services department to the staff and public. * Has strong knowledge of WIDA standards, biliteracy, and second language acquisition. * Supports professional development efforts that focus on second language development and support Instructional Services initiatives. * Has experience with collecting and interpreting data in order to determine the eligibility for EL services and progress towards meeting state-defined English language proficiency criteria. * Consults with parents/guardians. * Provides programming ideas to supplement regular classroom instruction. * Supports professional development efforts that focus on second language development and Instructional Services initiatives. * Keeps informed of all state and federal requirements governing English Learners. * Assists in the adaptation of school policies to include ESL and bilingual education needs. * Consults and advises on students who have social, emotional, behavioral, and/or cultural needs. * Participates in parent and family events for multilingual learners. * Other duties as assigned. Qualifications Education, Licensure and Qualifications: * Must hold and be eligible for a current Illinois Professional Educator License with an Administrative endorsement is required. Endorsements in Bilingual Education or ESL required. * ISBE Teacher Qualified Evaluator Skills and Experience Required: * At least five years of progressive experience as an elementary and/or middle school ML or Bilingual education teacher, and/or administrator. * Experience with designing and implementing intervention plans for multilingual language learners students, preferred. * Experience using data to inform decision-making, and working collegially with others * Experience participating on school or district committees focusing on data driven instruction * Demonstrated experiences of coordinating professional development with teachers, preferred * Possess an understanding of state and federal laws, policy and procedures pertaining to ML students and programs * Experience serving in school or district leadership roles * Demonstrated strong organizational, problem-solving and human relations skills. Demonstrated excellence in verbal and written communications. * Bilingual Spanish or Russian preferred. Salary/Benefits Compensation: District 62 offers an excellent compensation and benefits package. This is an 11-month, 224-day position. The salary range for this position is $80,000 - $85,000 annually. * District 62 Administrator Fringe Benefits can be found here: D62 Administrator Fringe Benefits * Health benefits information can be found here: ************************************** How to Apply Apply at **************************** and complete the online application, including uploading a resume, letter of introduction, references and transcripts. Link to District/Third Party Online Application Web Page **************************** School District ******************** Position Website **************************** City Website *************************** ILearn Link ILearn Report Card Link District Report Card Job Posting Date 7/1/2025 Start Date 7/24/2025

must be posted for a minimum of 10 days TITLE: Coordinator, College and Career Pathways REPORTS TO: Assigned Supervisor DEPARTMENT: As Assigned CLASSIFICATION: Classified Management FLSA: Exempt WORK YEAR/HOURS 261 days / 7.5 hours or days and hours as assigned ISSUED: Created: June 2014 SALARY GRADE: ADCL 16 BASIC FUNCTION: Under minimal supervision, support the District's strategic plan to ensure all students are college, career and community ready. Promote the District's mission of graduating students who are college, career, and community ready by leveraging relationships within the local and national communities to ensure all secondary school students, including those with alternative educational needs, have the means, opportunity, and preparation to attend college and to function effectively in the work place. Develop, coordinate and manage the College and Career Pathways and other initiatives aimed at helping more students succeed academically, including a comprehensive program of business and community internships and work experiences that bring community partners and the District together to achieve this goal. REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.) ESSENTIAL FUNCTIONS Develop aligned systems and structures of support for on-going leadership and professional development for pathway coaches focused on supporting pathway teams in meeting the essential elements for College and Career Pathway quality. Lead/facilitate monthly community of practice meetings with District College and Career Pathway Coaches. Ensure instructional and coaching supports are aligned to the District Strategic Plan, District instructional goals, and the essential elements of high quality College and Career Pathways. Coordinate and support OUSD College and Career Pathway Coaches in the development and implementation of pathway coaching plans that are aligned to each of the essential elements of high quality college and career pathways. Collaborate with CTE and College and Career Pathways Manager to connect high school and post-secondary educators in the development and creation of dual enrollment and articulation agreements. Coordinate and support the collection, analysis and monthly dissemination of District and pathway level student achievement data to ensure a cycle of continuous improvement focused on student outcomes-driven practices. Coordinate and promote the Linked Learning Essential Elements of College and Career Pathways, including documentation that demonstrates a cycle of continuous improvement for the purpose of achieving “Certified” status in the Linked Learning Pathway Quality Review. Support, mentor and assist College and Career Pathway Coaches in their work with pathway teams of teachers to develop the essential elements of a high quality college and career pathways including student outcomes-driven practice, equity and access, program of study, learning and teaching, work based learning, personalized student support and pathway leadership. Collaborate with the OUSD Workforce Development Coordinator and support College and Career Pathway Coaches to increase the numbers of community partners to build greater integrity in the pathway program of study and build capacity for industry involvement and create. Coordinate and facilitate pathway teams use of ConnectEd Studios for the collection of evidence and pathway level data Collaborate with CTE and College and Career Pathways Manager in the development of UC “a-g” approved courses and curriculum, including planning and coordinating UC Curriculum Integration Institutes (UCCI). Develop and lead the process for the establishment of emerging pathways and/or the elimination of pathways that do not meet labor market projections or adhere to the Linked Learning model of college and career pathways. Collaborate with District staff to align pathway teacher support. Recruit, hire, develop, support, supervise and evaluate staff. Plan, lead and attend department meetings; represent Linked Learning College and Career Pathways and LCI at District/community meetings. Provide cross-training to other staff managers with the department. Travel to school sites as needed. Perform related duties as assigned. MINIMUM QUALIFICATIONS TRAINING, EDUCATION AND EXPERIENCE: A Bachelor's degree from an accredited college or university and 5 years of College and Career Pathways or Small Learning Community teaching experience in any subject. Experience as a classroom teacher and school-site administrator required Master's degree preferred LICENSES AND OTHER REQUIREMENTS: Valid California Driver's License Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance KNOWLEDGE AND ABILITIES KNOWLEDGE OF: California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools Curriculum development, implementation and improvement including project-based performance-based learning, integrated cross-disciplinary curriculum and CTE Model Curriculum Standards. Current District curriculum and school instructional programs in assigned area Linked Learning high school reform initiative Strategic direction of the District Federal, state, and District policies and mandates related to work scope Methods to interpret apply and explain rules, regulations, policies, and procedures Effective project management Local and national career preparedness trends Interpersonal skills using tact, patience, and courtesy Various District bargaining unit contracts related to employee evaluation Planning, organization and coordination needed for assigned program Effective strategies, theories, techniques, and methods of professional development Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Correct English usage, grammar, spelling, and punctuation Principles and practices of effective leadership, supervision and evaluation Budget preparation and management to ensure fiscal responsibility Presentation, communication, and public speaking techniques Computer software, hardware, and related technology ABILITY TO: Interpret, apply, and explain rules, regulations, policies and procedures Communicate effectively in English both orally and in writing Understand and follow oral and written directions Implement plans and evaluate their outcomes Interpret District collective bargaining contract language Analyze situations accurately and adopt effective courses of action Prioritize responsibilities and meet established schedules and timelines Manage multiple projects simultaneously Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities Address the needs of identified English Learner communities Maintain accurate records Supervise, coach and evaluate assigned personnel Cross-train department personnel Work with diverse school sites and conditions Perform duties with awareness of all District requirements and policies Analyze, interpret and communicate data Motivate and support adults to transform their practices Plan, organize, and complete work to meet established timelines and deadlines Prepare and deliver clear and concise presentations to a variety of audiences Participate in District approved professional development to maintain current knowledge of evolving needs of students and the District related to work scope Meet District standards of professional conduct as outlined in Board Policy Operate personal computer, related software, and other office equipment WORKING CONDITIONS ENVIRONMENT: Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions PHYSICAL REQUIREMENTS: Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations. NON-DISCRIMINATION POLICY: The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.

The Archer School for Girls is seeking qualified, experienced candidates for the position of Part-time Learning Specialist Long-term Substitute (60% FTE), starting February 2026 through the end of the 2025-2026 school year. The Part-time Learning Specialist Long-term Substitute joins the Student Services Team to support student learning profiles that require learning accommodations and educational interventions. This role serves as a liaison between students, teachers, parents, and outside professionals to coordinate compensatory strategies, executive functioning skills, and metacognitive awareness for students' learning and academic success in grades 6-12. Essential Duties and Responsibilities Work with Students: Interprets and translates educational testing results into appropriate accommodations and/or interventions in line with Archer's programs and policies. Create, implement and update Learning Profiles (LPs)for students who meet Archer's eligibility requirements for school-based accommodations. Serves as a case manager for students with LPs including writing, updating and ensuring proper implementation of accommodations. Plan and lead Archer's Executive Functioning workshops and peer tutoring program for students to foster self-advocacy and metacognition among all students. Collect and assess data to support student progress. Work with Families: Fosters clear and transparent communication including professional referrals for neuropsychological testing and/or outside professional support. Advise families and apply for Students Services & Disabilities (SSD) College Board and ACT Accommodation for standardized testing accommodations. Collect and share patterns of data relating to the LP with parents and their outside professionals. Work with Faculty: Collaborate with teachers on effective teaching strategies and differentiated instruction in the classroom to meet the needs of diverse learners with LPs. Provide ongoing professional development on neurodiversity. Remain current on brain-based research and effective teaching practices for neurodiverse learners. Required Knowledge, Skills and Abilities This position requires a reflective, dedicated professional with an educational background and abiding interest in ongoing professional learning. Candidates should be eager to support developing minds in a joyful and ambitious learning environment. Essential skills include: outstanding interpersonal skills organization and time management skills strong oral and written communication skills flexibility and initiative comfort with data and attention to detail and accuracy growth mindset and belief in every student's ability to grow their skills good judgment and ability to maintain clear professional boundaries a sense of humor and enthusiasm for an innovative and forward-thinking learning environment Education and/or Experience A minimum of 4 years of experience as a learning specialist or in a related field. A Master's degree, Board Certified Educational Therapist (BCET), and/or Education Therapist/Professional (ET/P) is preferred. Beyond competitive pay, employees enjoy working in a highly collegial, student-focused, and joyful learning community. We seek employees who will contribute to an equitable and just learning environment. Integral to our mission, Archer has remained passionately committed to cultivating a diverse and inclusive community where all students can thrive personally and academically. Salary range: $2,400 - $3,550 per semi-monthly pay period (depending on qualifications and experience) To apply, please click on the blue APPLY link. No phone calls, please. More information on Archer can be found at *************** The Archer School for Girls is an Equal Opportunity Employer.

The Archer School for Girls is seeking qualified, experienced candidates for the position of Part-time Learning Specialist Long-term Substitute (60% FTE), starting February 2026 through the end of the 2025-2026 school year. The Part-time Learning Specialist Long-term Substitute joins the Student Services Team to support student learning profiles that require learning accommodations and educational interventions. This role serves as a liaison between students, teachers, parents, and outside professionals to coordinate compensatory strategies, executive functioning skills, and metacognitive awareness for students' learning and academic success in grades 6-12. Essential Duties and Responsibilities Work with Students: * Interprets and translates educational testing results into appropriate accommodations and/or interventions in line with Archer's programs and policies. * Create, implement and update Learning Profiles (LPs)for students who meet Archer's eligibility requirements for school-based accommodations. * Serves as a case manager for students with LPs including writing, updating and ensuring proper implementation of accommodations. * Plan and lead Archer's Executive Functioning workshops and peer tutoring program for students to foster self-advocacy and metacognition among all students. * Collect and assess data to support student progress. Work with Families: * Fosters clear and transparent communication including professional referrals for neuropsychological testing and/or outside professional support. * Advise families and apply for Students Services & Disabilities (SSD) College Board and ACT Accommodation for standardized testing accommodations. * Collect and share patterns of data relating to the LP with parents and their outside professionals. Work with Faculty: * Collaborate with teachers on effective teaching strategies and differentiated instruction in the classroom to meet the needs of diverse learners with LPs. * Provide ongoing professional development on neurodiversity. * Remain current on brain-based research and effective teaching practices for neurodiverse learners. Required Knowledge, Skills and Abilities This position requires a reflective, dedicated professional with an educational background and abiding interest in ongoing professional learning. Candidates should be eager to support developing minds in a joyful and ambitious learning environment. Essential skills include: * outstanding interpersonal skills * organization and time management skills * strong oral and written communication skills * flexibility and initiative * comfort with data and attention to detail and accuracy * growth mindset and belief in every student's ability to grow their skills * good judgment and ability to maintain clear professional boundaries * a sense of humor and enthusiasm for an innovative and forward-thinking learning environment Education and/or Experience A minimum of 4 years of experience as a learning specialist or in a related field. A Master's degree, Board Certified Educational Therapist (BCET), and/or Education Therapist/Professional (ET/P) is preferred. Beyond competitive pay, employees enjoy working in a highly collegial, student-focused, and joyful learning community. We seek employees who will contribute to an equitable and just learning environment. Integral to our mission, Archer has remained passionately committed to cultivating a diverse and inclusive community where all students can thrive personally and academically. Salary range: $2,400 - $3,550 per semi-monthly pay period (depending on qualifications and experience) To apply, please click on the blue APPLY link. No phone calls, please. More information on Archer can be found at *************** The Archer School for Girls is an Equal Opportunity Employer.

Job Details Job FamilySTAFF - Support StaffGradeH6Salary$20.00 - $27.33DepartmentACCESS ServicesReports ToDirector of Access ServicesClosing DateOpen Until FilledFLSA StatusNon-ExemptFirst Review DateJanuary 24, 2025 This position is responsible for developing and implementing programs and services for students with learning disabilities campus wide. Provides specialized services, coordinates, and administers diagnostics tests. What you will be doing * Interprets and explains diagnostic tests * Recommends learning strategies and accommodations that assist students in compensating for their learning disability * Prepares and presents information, materials, and dissemination of program information and academic advisement * Monitors student's progress and maintain records * Perform other duties as assigned What you need to succeed * Bachelor's degree in Special Education or related field and three (3) years of related experience * All degrees must be from a regionally accredited institution * Training and/or experience in Special Education * Possess excellent oral and written communication skills * Possess detail-oriented and highly organized skills * Possess strong interpersonal and decision-making skills * Proficiency in Microsoft applications * Ability to manage multiple tasks in a fast-paced environment * Ability to work well in a multi-ethnic and multi-cultural environment with students, faculty and staff Additional Requirements The final candidate is to successfully complete a background screening and reference check process. EQUAL ACCESS/EQUAL OPPORTUNITY Miami Dade College is an equal access/equal opportunity institution which does not discriminate on the basis of sex, race, color, marital status, age, religion, national origin, disability, veteran's status, ethnicity, pregnancy, sexual orientation or genetic information. To obtain more information about the College's equal access and equal opportunity policies, procedures and practices, please contact the College's Civil Rights Compliance Officer: Cindy Lau Evans, Director, Equal Opportunity Programs/ ADA Coordinator/ Title IX Coordinator, at ************** (Voice) or 711 (Relay Service). 11011 SW 104 St., Room 1102-01; Miami, FL 33176. *********************

Job Details Job FamilySTAFF - Support StaffGradeH6Salary$20.00 - $27.33DepartmentLearning Resources/ ACCESS/Disability ServicesReports ToDirector of Access ServicesClosing DateOpen Until FilledFLSA StatusNon-ExemptFirst Review DateDecember 18, 2025 This position is responsible for developing and implementing programs and services for students with learning disabilities campus wide. Provides specialized services, coordinates, and administers diagnostics tests. This is a temporary grant funded position through June 30, 2026, contingent upon grantor funding and grant extension. What you will be doing * Interprets and explains diagnostic tests * Recommends learning strategies and accommodations that assist students in compensating for their learning disability * Prepares and presents information, materials, and dissemination of program information and academic advisement * Monitors student's progress and maintain records * Perform other duties as assigned What you need to succeed * Bachelor's degree in Special Education or related field and three (3) years of related experience * All degrees must be from a regionally accredited institution * Training and/ or experience in Special Education * Possess excellent oral and written communication skills * Possess detail-oriented and highly organized skills * Possess strong interpersonal and decision-making skills * Proficiency in Microsoft applications * Ability to manage multiple tasks in a fast-paced environment * Ability to work well with students, faculty and staff Additional Requirements The final candidate is to successfully complete a background screening and reference check process. EQUAL ACCESS/EQUAL OPPORTUNITY Miami Dade College is an equal access/equal opportunity institution which does not discriminate on the basis of sex, race, color, marital status, age, religion, national origin, disability, veteran's status, ethnicity, pregnancy, sexual orientation or genetic information. To obtain more information about the College's equal access and equal opportunity policies, procedures and practices, please contact the College's Civil Rights Compliance Officer: Cindy Lau Evans, Director, Equal Opportunity Programs/ ADA Coordinator/ Title IX Coordinator, at ************** (Voice) or 711 (Relay Service). 11011 SW 104 St., Room 1102-01; Miami, FL 33176. *********************