Intervention Specialist jobs at Charter Schools USA - 1131 jobs

At Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Position Summary: Based in San Jose, CA and reporting to the Associate Director of Social Emotional Learning, the BCBA role will be a key contributor to the development of highly individualized Behavior Intervention Plans for the small percentage of students in special education who have not responded to earlier attempts at behavior intervention. The BCBA will serve multiple school sites which may include schools in San Jose, Redwood City, Concord, or Antioch. The BCBA will partner closely with school psychologists, mental health providers, special education case managers, school leaders, and program specialists to conduct Functional Behavior Assessments, co-create Behavior Intervention Plans with IEP team members, and support with ongoing implementation and coaching of the plans to ensure fidelity. The BCBA will lead training to develop the mental health providers in their behavior expertise. The BCBA may also be involved in crisis level support and creation of safety plans for students with more significant safety concerns, as well as delivering professional development to Rocketship staff. This position requires previous training and experience working with students with emotional and behavioral needs. It requires a commitment to serving students and a desire to think critically and creatively about how to support challenging behaviors in the general education classroom setting. Essential Functions: * Duties will include, but not be limited to: * Conduct thorough and comprehensive Functional Behavior Assessments, including documenting findings and recommendations in a compliant report which will be filed in the student's special education file. FBA practices are to include: review of records, parent and teacher interviews, direct student observations for data collection, and coordination with school staff for additional behavior data collection. * Design and propose Behavior Intervention Plans, in collaboration and coordination with the Individualized Education Plan (IEP) team. Document the BIP in the special education database system (SEIS). * Design and propose informal behavior plans, in collaboration and coordination with the school personnel. * Collaborate and partner with Mental Health Providers to conduct quality Functional Behavior Assessments. * Provide ongoing coaching to teachers, ISE specialists, paraprofessionals, school staff, school leaders, and mental health providers regarding implementation of behavior interventions in all school settings. * Provide ongoing coaching to ISE specialists, paraprofessionals, and 1:1 aides regarding implementation of behavior intervention services. * Plan and conduct student progress meetings for students in general education with available data and information. Coordinate with school personnel to develop behavioral goals and objectives. * Consult with school leaders to determine behavior needs on campus and prioritize work. * Design and execute staff professional development opportunities related to behavior intervention strategies for a range of audiences (school leaders, special education teachers, program specialists, mental health providers, etc.) * Support consistent implementation of evidence-based behavior interventions in Rocketship schools, create user-friendly resources that support special education teams in the implementation of these interventions. * Maintain a close working relationship with other members of the Network Support MTSS and ISE Teams (NeST-Rocketship's centralized office that operates in support of its schools and regions) to ensure exchange of best practices, coordination of efforts, and general support for the Integrated Special Education department. * Ensure the MTSS Team is viewed as a positive support to the organization's mission that are fully aligned with Rocketship's Core Characteristics (Innovation, Pursuit of Excellence, Authenticity, Community, and Tenacity), and not as bureaucratic obstacles to serving the needs of the students. Qualifications: * Required: Possession of BCBA (Board Certified Behavioral Analysis) or BCaBA (Board Certified Assistant Behavioral Analysis) license as dictated by the Behavior Analyst Certification Board * Required: Bachelor's degree and in progress of obtaining Master's degree * Required: Experience in Applied Behavior Analysis with 1 year minimum experience conducting behavior assessments and creating behavior plans for students with significant behavior challenges in a school setting. * BCaBA or BCBA with less than 5 years of experience will be supervised by BCBA * Commitment to Rocketship's special education inclusion model and overall mission to close the achievement gap within our lifetime * Familiarity with socio-emotional learning competencies, trauma informed education practices, multi-tiered systems of supports (MTSS), and restorative practices a plus * Strong written and verbal skills * Strong organizational skills as demonstrated by the ability to effectively manage multiple tasks * Ability to work as part of a multidisciplinary team and with a diverse population of clients * Thrive in a fast-paced, dynamic work environment * Ability to be flexible and adaptive in a work environment that is still evolving * Perform a variety of specialized and responsible tasks: maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedule and compliance deadlines * Possession of a valid California driver's license: willingness to provide own transportation in conduct of work assignments as you will be required to travel from site to site to work with students and faculty at all sites (mileage reimbursed) Preferred Qualifications Master's degree in Applied Behavior Analysis/Special Education/Social Services/Social Work/Psychology/Counseling.Experience working with elementary grade level students and students with disabilities Familiarity with special education, IEP team participation and educationally related mental health services and the delivery of such services $80,000 - $100,000 a year The Board Certified Assistant Behavior Analyst(BCaBA) is an undergraduate-level certification in behavior analysis. Professionals certified at the BCaBA level provide behavior-analytic services under the supervision of a Board Certified Behavior Analyst (BCBA).The Assistant Behavior Analyst is responsible for analyzing behaviors and skills deficits of individuals with developmental disabilities under the supervision of a BCBA. Working with a supervisor, teachers, parents, and other staff, the assistant behavior analyst conducts functional behavior assessments and develops a plan comprised of evidence-based behavior analytic strategies to improve the students. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand; walk; sit; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds and occasionally climb ladders. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. Compensation: Commensurate with qualifications and experience, plus excellent health and wellness benefits, 403b retirement plan, flexible spending account (FSA), and generous paid time off. Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools' employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy. For questions, concerns, or complaints, please contact Human Resources.

At Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Position Summary: Based in San Jose, CA and reporting to the Associate Director of Social Emotional Learning, the BCBA role will be a key contributor to the development of highly individualized Behavior Intervention Plans for the small percentage of students in special education who have not responded to earlier attempts at behavior intervention. The BCBA will serve multiple school sites which may include schools in San Jose, Redwood City, Concord, or Antioch. The BCBA will partner closely with school psychologists, mental health providers, special education case managers, school leaders, and program specialists to conduct Functional Behavior Assessments, co-create Behavior Intervention Plans with IEP team members, and support with ongoing implementation and coaching of the plans to ensure fidelity. The BCBA will lead training to develop the mental health providers in their behavior expertise. The BCBA may also be involved in crisis level support and creation of safety plans for students with more significant safety concerns, as well as delivering professional development to Rocketship staff. This position requires previous training and experience working with students with emotional and behavioral needs. It requires a commitment to serving students and a desire to think critically and creatively about how to support challenging behaviors in the general education classroom setting. Essential Functions: Duties will include, but not be limited to: Conduct thorough and comprehensive Functional Behavior Assessments, including documenting findings and recommendations in a compliant report which will be filed in the student's special education file. FBA practices are to include: review of records, parent and teacher interviews, direct student observations for data collection, and coordination with school staff for additional behavior data collection. Design and propose Behavior Intervention Plans, in collaboration and coordination with the Individualized Education Plan (IEP) team. Document the BIP in the special education database system (SEIS). Design and propose informal behavior plans, in collaboration and coordination with the school personnel. Collaborate and partner with Mental Health Providers to conduct quality Functional Behavior Assessments. Provide ongoing coaching to teachers, ISE specialists, paraprofessionals, school staff, school leaders, and mental health providers regarding implementation of behavior interventions in all school settings. Provide ongoing coaching to ISE specialists, paraprofessionals, and 1:1 aides regarding implementation of behavior intervention services. Plan and conduct student progress meetings for students in general education with available data and information. Coordinate with school personnel to develop behavioral goals and objectives. Consult with school leaders to determine behavior needs on campus and prioritize work. Design and execute staff professional development opportunities related to behavior intervention strategies for a range of audiences (school leaders, special education teachers, program specialists, mental health providers, etc.) Support consistent implementation of evidence-based behavior interventions in Rocketship schools, create user-friendly resources that support special education teams in the implementation of these interventions. Maintain a close working relationship with other members of the Network Support MTSS and ISE Teams (NeST-Rocketship's centralized office that operates in support of its schools and regions) to ensure exchange of best practices, coordination of efforts, and general support for the Integrated Special Education department. Ensure the MTSS Team is viewed as a positive support to the organization's mission that are fully aligned with Rocketship's Core Characteristics (Innovation, Pursuit of Excellence, Authenticity, Community, and Tenacity), and not as bureaucratic obstacles to serving the needs of the students. Qualifications: Required: Possession of BCBA (Board Certified Behavioral Analysis) or BCaBA (Board Certified Assistant Behavioral Analysis) license as dictated by the Behavior Analyst Certification Board Required: Bachelor's degree and in progress of obtaining Master's degree Required: Experience in Applied Behavior Analysis with 1 year minimum experience conducting behavior assessments and creating behavior plans for students with significant behavior challenges in a school setting. BCaBA or BCBA with less than 5 years of experience will be supervised by BCBA Commitment to Rocketship's special education inclusion model and overall mission to close the achievement gap within our lifetime Familiarity with socio-emotional learning competencies, trauma informed education practices, multi-tiered systems of supports (MTSS), and restorative practices a plus Strong written and verbal skills Strong organizational skills as demonstrated by the ability to effectively manage multiple tasks Ability to work as part of a multidisciplinary team and with a diverse population of clients Thrive in a fast-paced, dynamic work environment Ability to be flexible and adaptive in a work environment that is still evolving Perform a variety of specialized and responsible tasks: maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedule and compliance deadlines Possession of a valid California driver's license: willingness to provide own transportation in conduct of work assignments as you will be required to travel from site to site to work with students and faculty at all sites (mileage reimbursed) Preferred Qualifications Master's degree in Applied Behavior Analysis/Special Education/Social Services/Social Work/Psychology/Counseling. Experience working with elementary grade level students and students with disabilities Familiarity with special education, IEP team participation and educationally related mental health services and the delivery of such services $80,000 - $100,000 a year The Board Certified Assistant Behavior Analyst (BCaBA ) is an undergraduate-level certification in behavior analysis. Professionals certified at the BCaBA level provide behavior-analytic services under the supervision of a Board Certified Behavior Analyst (BCBA ).The Assistant Behavior Analyst is responsible for analyzing behaviors and skills deficits of individuals with developmental disabilities under the supervision of a BCBA. Working with a supervisor, teachers, parents, and other staff, the assistant behavior analyst conducts functional behavior assessments and develops a plan comprised of evidence-based behavior analytic strategies to improve the students. Physical Demands:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand; walk; sit; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds and occasionally climb ladders. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. Compensation:Commensurate with qualifications and experience, plus excellent health and wellness benefits, 403b retirement plan, flexible spending account (FSA), and generous paid time off. Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools' employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy. For questions, concerns, or complaints, please contact Human Resources.

Please complete this application using your full legal name as it appears on your government issued forms of identification when you have time to go from start to finish. Application details cannot be saved along the way, and you must complete and submit the application in one sitting. If you leave your computer and return later, you may time out. REMINDER: Current DCSD employees must apply through their district log-on, this application is for external candidates only! Job Posting Title:Intervention Specialist - Gifted Education FacilitatorJob Description:Gifted Education and Programming in Douglas County School District is a collaborative model with general education teachers, support specialists, and administrators working as a team to identify, plan for, and serve gifted learners. Works with students, families, staff, school leaders, and community partners to identify student needs and provide direct and indirect support for gifted learners in order to support each student in reaching his/her potential. Coursework and experience in gifted identification, instructional practices, collaboration and planning, professional development, and service delivery models specific to high potential, advanced, and gifted learners is required. M.Ed. and/or Endorsement in Gifted Education, preferred. Must be able and willing to obtain other certifications required for the position ESSENTIAL PHYSICAL REQUIREMENTS: • Occasional lifting, five (5) to ten (10) pounds • Frequent sitting and standing • Occasional bending and squatting Position Specific Information (if Applicable):Responsibilities: Meet the duties, physical and mental demands described in this description as representative of those that must be met to successfully perform the essential functions of the job. Recognize the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes. Provide information and strategies to advocate for and support the learning and developmental differences of students with gifts and talents. Promote ongoing self-understanding and self-awareness for students with gifts and talents Collaborate with gifted students, staff, administrators, and parents/families to develop understanding of cognitive, academic, and affective needs Facilitate and maintain accountability for the implementation of all rules and regulations pursuant to the ECEA for gifted education at a school/site. Facilitate the Gifted Identification Process at the school/site. Facilitate the creation and maintenance of Advanced Learning Plans (ALPs) for all identified gifted learners at the site. Perform other related duties as assigned or requested Collaborate/consult with teachers and staff to design and implement instruction based on formal and informal assessments of student abilities, talents, interests, and needs. Collaborate/consult with teachers and staff to differentiate instruction by teaching higher-level thinking, problem-solving, and decision-making skills. Identify and share learning resources that support higher level thinking skills in all areas for all students. Collaborate/consult with teachers and staff to use appropriate assessment information in instructional planning, implementation, and evaluation of student learning for all students. Advise, encourage, and support gifted students to help ensure student achievement and growth as appropriate Provide targeted and intensive interventions for identified gifted learners through collaboration and co-teaching using various evidence and research based instructional methods and curriculum resources as necessary and appropriate. Participate in, develop, and facilitate continuing professional development to address specific needs of gifted education. Certifications:Endorsement - Gifted Education - Colorado Department of Education, Teaching License - Colorado Department of EducationEducation:Bachelor's Degree: EducationPosition Type:RegularPrimary Location:Mountain View PrimaryOne Year Only (Yes or No):No Scheduled Hours Per Week:20 Full-Time Equivalent (FTE):0.50Approx Scheduled Days Per Year:185 Work DaysFull Salary Range:$56,366.00 USD - $119,121.00 USD AnnualPosition Salary Schedule Eligibility:Hard to Hire Licensed position salaries are set based on one of three salary schedules; General, Hard to Hire, and Specialist/Extremely Hard to Hire. DCSD will award up to 7 years of previous licensed teaching experience at the time of hire. Click HERE to view the current DCSD Licensed Salary Schedules*. *All salary amounts listed on the schedules are based on a full-time (1.0) FTE. If applicable, part-time salaries will be prorated according to the assigned FTE. Benefits:This position is eligible for health, vision, dental, health savings account (HSA), flexible spending accounts (FSA), District paid and voluntary additional (supplemental) life and accidental death and dismemberment insurance, short and long-term disability, critical illness and accident voluntary insurance, employee assistance program (EAP), voluntary 401(k), 403(b) and 457 retirement plan options.Time Off Plans:This position is eligible for paid sick and personal time.This position will be open until filled, but will not be open past:February 5, 2026

Caddo Parish Schools Job Description Job Title: Behavior Intervention Specialist/Special Education Prepared By: Dr. Jeanette Taylor Approved By: Ollie Tyler Reports to the special education compliance/complaint management supervisor; develops functional behavioral assessments and behavior intervention plans, provides technical assistance and supports in the area of behavior management to school personnel and parents as assigned. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. Other duties may be assigned. * Develops performance objectives and prepares a Professional Growth Plan supporting established department and school system goals. * Assists in the compilation of reports required by federal, state and local agencies. * Plans and conducts training and provides technical assistance to school personnel, parents/guardians on effective behavior management. * Reviews suspension records and develops/implements a plan to reduce the number of suspensions. * Develops or assists teachers and other school personnel in the design and implementation of behavioral interventions for referred students. * Uses available resources of the school system and the community to enrich the educational program. * Keeps informed on national, state and local regulations affecting special education. * Follows IDEA and state guidelines * Makes progress on achieving objectives in the Professional Growth Plan. * Maintains accurate records on all assigned students regarding their referral, intervention and outcome. * Consults regularly with all levels of school personnel and communicates effectively. * Serves as liaison between school and community agencies through reciprocal referral arrangements, collaborates on cases and assists families in accessing community resources. * Facilitates communication between school and home, seeking to involve families in the educational process of their children. * Performs other related duties as may be assigned. 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, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE * Ability equal to that resulting from satisfactory completion of courses required for graduation with a Master's degree in social work or a mental health related field from a university with an accredited graduate school, or * Master's degree in psychology from an accredited graduate program and certification by the State Department of Education in school psychology, or * Master's degree in education and certification in one area of special education. * Capability equivalent to that normally achieved through three years of supervised experience in one area of special education or in the delivery of mental health services following graduation from graduate school. PERSONAL CHARACTERISTICS * Ability to relate to and verbally communicate with all professional and non-professional contacts on the level of each individual's ability and level of understanding. * Ability to effectively communicate in written reports and correspondence information relative to the individual case. * Ability to plan and organize assigned duties in an efficient manner. * Ability to treat all information in a confidential manner. * Ability to maintain stability to work effectively under pressure. * Ability to work effectively and harmoniously with Caddo Parish School employees, community agencies and the public. * Neat, well-groomed appearance. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet; however, some students may require more attention due to the nature of the behaviors they exhibit. PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to neglect of duty, dishonest, engagement in acts that are contrary to CPSB policy, unlawful activities or any other conduct which is seriously prejudicial to the school system. TERMS OF EMPLOYMENT: As stated in employment agreement CHAIN OF SUPERVISION: Special Education Compliance Complaint Management Supervisor EVALUATION: Performance of this job will be evaluated in accordance with provisions of Caddo Parish School Board's policy on Evaluation of Professional Personnel

Cajon Valley Union School District See attachment on original job posting You're an excellent candidate for our BIS position, if you have a passion for working with children, are energized by working in a fast-paced work environment, enjoy working in a team, and you possess the following qualifications and competencies: Any combination of: • 48 college semester units; in child development, education, psychology, sociology, human development and counseling or related field. • One year work experience working with children with emotional disabilities, behavior disorders and/or mental health challenges. • Knowledge of behavior intervention techniques, strategies and positive reinforcement All of the following documents are required for this position: • Resume (A detailed résumé summarizing professional experience and preparation.) 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. You're an excellent candidate for our BIS position, if you have a passion for working with children, are energized by working in a fast-paced work environment, enjoy working in a team, and you possess the following qualifications and competencies: Any combination of: • 48 college semester units; in child development, education, psychology, sociology, human development and counseling or related field. • One year work experience working with children with emotional disabilities, behavior disorders and/or mental health challenges. • Knowledge of behavior intervention techniques, strategies and positive reinforcement All of the following documents are required for this position: • Resume (A detailed résumé summarizing professional experience and preparation.) Comments and Other Information WHAT ITS LIKE TO WORK HERE: Ask our employees and the one word they'd use to describe working at Cajon Valley is "family." Our team members all share a positive attitude, problem solving abilities and patience, enabling them to provide excellent customer service and meaningful contributions to our well-run district. Our culture, plus continuous opportunities for growth, have resulted in a workplace that is the best place to Live, Work, Play and Raise a Family. Don't miss out on this rare opening with us! Located in east San Diego County. The district is 66.3 square miles in size, and serves elementary students in grades K-8 feeding into the Grossmont Union High School District. The district has approximately 16,600 students, plus approximately 800 preschool students, with 26 schools (6 middle schools, 19 elementary schools and 1 preschool). The District is largely urban in nature with some rural areas. Regardless of what our employees' needs are, we meet them with the personalized attention only a caring school district can provide. Applicants are notified via email of the status of their application within two weeks of application deadline. This recruitment is to establish an eligibility list that will be used to fill current and future vacancies up to one year. Non-Discrimination Policy Cajon Valley Union School District programs, activities, and practices shall be free from unlawful discrimination, harassment, intimidation, and bullying based on actual or perceived race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics. A copy of CVUSD's uniform complaint policy and CVUSD's non-discrimination policy are available upon request. For questions or concerns regarding equity and Title lX, please contact: Michelle Hayes, Assistant Superintendent, Personnel Services 750 E. Main Street El Cajon, CA 92020 ************ ********************** For application status, email: ****************** Ready to apply? If our District culture and this job sounds like a fit for you, then click on the 'apply' button below. Good luck!

OPEN UNTIL FILLED Instructional 196 Days Per Year Full Time, Benefit Eligible Responsible for collaborating and supporting schools in addressing academic and behavioral problem solving at the supplemental and intensive intervention level. EDUCATION, TRAINING & EXPERIENCE Bachelor's Degree from an accredited institution in the field of Education, or related field Minimum of three years' experience in the area of assignment OR Any equivalent combination of education and experience which provides the required knowledge, skills, and abilities to perform the essential duties and responsibilities of the position CERTIFICATES, LICENSES & REGISTRATIONS Valid Florida Educator's Certificate Click here for Job Description. Notification of Nondiscrimination: The District School Board of Pasco County does not discriminate on the basis of race, color, sex, religion, national origin, marital status, disability, or age in its programs, services, and activities or in its hiring and employment practices.

Grade Level: K-5 Instructional 196 Days Per Year Full Time, Benefit Eligible Responsible for collaborating and supporting schools in addressing academic and behavioral problem solving at the supplemental and intensive intervention level. EDUCATION, TRAINING & EXPERIENCE Bachelor's Degree from an accredited institution in the field of Education, or related field Minimum of three years' experience in the area of assignment OR Any equivalent combination of education and experience which provides the required knowledge, skills, and abilities to perform the essential duties and responsibilities of the position Intervention Specialists assigned to students with disabilities or to an ESE Program must meet the following requirements: Bachelor's degree from an accredited institution in the field of Exceptional Student Education Minimum of three years' experience in the area of assignment OR Any equivalent combination of education and experience which provides the required knowledge, skills, and abilities to perform the essential duties and responsibilities of the position CERTIFICATES, LICENSES & REGISTRATIONS Valid Florida Educator's Certificate Intervention Specialists assigned to students with disabilities or to an ESE Program must meet the following requirement: Valid Florida Educator's Certificate in the field of Exceptional Student Education (ESE) Click here for Job Description. Notification of Nondiscrimination: The District School Board of Pasco County does not discriminate on the basis of race, color, sex, religion, national origin, marital status, disability, or age in its programs, services, and activities or in its hiring and employment practices.

*Open Until Filled* Grade Level: Elementary K-5 Instructional 196 Days Per Year Full Time, Benefit Eligible Responsible for collaborating and supporting schools in addressing academic and behavioral problem solving at the supplemental and intensive intervention level. EDUCATION, TRAINING & EXPERIENCE Bachelor's Degree from an accredited institution in the field of Education, or related field Minimum of three years' experience in the area of assignment OR Any equivalent combination of education and experience which provides the required knowledge, skills, and abilities to perform the essential duties and responsibilities of the position CERTIFICATES, LICENSES & REGISTRATIONS Valid Florida Educator's Certificate Click here for Job Description. Pasco County Schools utilizes the Florida Care Provider Background Screening Clearinghouse for fingerprinting and Level II background screening. For more information about the Florida Clearinghouse and Level II background screening requirements, including eligibility assessments and compliance guidelines, please visit ********************************* Notification of Nondiscrimination: The District School Board of Pasco County does not discriminate on the basis of race, color, sex, religion, national origin, marital status, disability, or age in its programs, services, and activities or in its hiring and employment practices. Revised 12/10/25

*10 award-winning schools *Collaborative, innovative classrooms *Consistent academic excellence *The support to persevere See attachment on original job posting Requirements: • Master's degree in Psychology, Education, Educational Psychology, Social Work, Behavioral Health, or related field. • Valid California Credential in General Education, Special Education, or Pupil Services (preferred - not required) • Board Certified Behavioral Analyst (BCBA) certification • Nonviolent Crisis Intervention certification • Valid California Class C Driver's License • Experience in providing educational programs and behavior plans for students with autism and emotionally disturbed is preferred. • Experience training others in the behavior management techniques using Applied Behavior Analysis (ABA), Discrete Trial Teaching (DTT), Pivotal Response Training (PRT) and verbal behavior is preferred. MUST SUBMIT: Resume Two current letters of recommendation (dated within one year and with wet signatures) Please remember to provide references when filling out the application. * Incomplete applications and/or applications missing the required documents will not be considered * Requirements: • Master's degree in Psychology, Education, Educational Psychology, Social Work, Behavioral Health, or related field. • Valid California Credential in General Education, Special Education, or Pupil Services (preferred - not required) • Board Certified Behavioral Analyst (BCBA) certification • Nonviolent Crisis Intervention certification • Valid California Class C Driver's License • Experience in providing educational programs and behavior plans for students with autism and emotionally disturbed is preferred. • Experience training others in the behavior management techniques using Applied Behavior Analysis (ABA), Discrete Trial Teaching (DTT), Pivotal Response Training (PRT) and verbal behavior is preferred. MUST SUBMIT: Resume Two current letters of recommendation (dated within one year and with wet signatures) Please remember to provide references when filling out the application. * Incomplete applications and/or applications missing the required documents will not be considered * Comments and Other Information Prior to final hiring and placement, the candidate must pass a Pre-Placement Physical Examination paid for by the Newhall School District. The examination may also include a urinalysis for drug screening. The candidate must also receive fingerprint clearance from the California Department of Justice.

JOB TITLE: Student Support - Ed Specialist REPORTS TO: School Director and/or Designee CLASSIFICATION: Certificated/ Exempt We employ a diverse, empathetic, and passionate team who value collaboration, integrity and the desire to be a servant leader. We are committed to excellence and work tirelessly to improve learner outcomes, by empowering learners through Project-Based Learning, Individualized Learning and Social-Emotional Learning. We are committed to being self-directed, participating in ongoing personal and professional development, problem solving, and embracing a growth mindset. With our unwavering commitment to excellence, we are confident that our team will thrive and succeed in all areas of their lives. THE OPPORTUNITY (POSITION OVERVIEW) Reporting to the School Director and under the direction of the Director of Student Support, the Education Specialist will work in close collaboration with the classroom Facilitator supporting all students in a general education classroom. Within this framework, s/he will work directly with students that have an Individualized Education Program (IEP). The Education Specialist will provide specialized instruction for students in accordance with the IEP and build effective relationships with all members of the IEP team. The Education Specialist is encouraged to be a creative innovator that inspires and supports all education needs. WHAT YOU WILL DO (DUTIES AND RESPONSIBILITIES) Plan, develop and implement IEPs collaboratively with an IEP Team when necessary for students assessed and identified with a disability. Provide specific academic instruction for students with services established and documented on a students' IEP, and develop appropriate social, emotional and education objectives for each student. Case manage and update IEPs throughout the school year to reflect learner's progress toward meeting annual goals. Confer and collaborate with IEP Teams (parents, facilitators, administrators and Care Team) to monitor and discuss updates and needed changes if appropriate. Update IEPs throughout the school year to reflect learner's progress and goals. Consult with IEP team members to discuss learner's progress and services. Design collaboratively with General Education Facilitators (Teachers)/Education facilitators appropriate teaching strategies for their student body, adapting and modifying activities, lessons, curriculum and projects to meet the needs of all students in a full-inclusion learning environment. Monitor, evaluate and document each learner's progress utilizing appropriate measurements and assessment devices. Maintain regular communication with parents by providing support, coaching and understanding. In accordance with classroom norms, carry out and enforce reasonable rules of classroom behavior and procedures for maintaining a safe, secure and effective learning environment. Maintain a current knowledge of special education best practices and trends. Implement iLEAD's inclusive practices to allow a safe, secure and effective learning environment through co-teaching models. Provide crisis intervention and support as needed. Establish a climate that promotes fairness, respect, social development, and responsibility. Utilize necessary educational technology and computer applications. Participate in the Student Study Team (SST) process and recommend interventions for your assigned grade level. Collaboration with facilitator and CARE Team to provide accommodations and differentiate to meet learner needs Provide crisis intervention, as needed. OTHER RESPONSIBILITIES Be self-directed by taking initiative and responsibility for your work. Work in a collaborative, team based and innovative environment. Commit to Excellence by seeking ways to improve and exceed expectations or Commit to excellence by seeking to raise the bar for self and team. Prioritize the growth and needs of the team, lead by example, and foster a supportive work environment. High level of personal and professional integrity and trustworthiness. Approach problems and challenges with a human-centered creative mindset, seeks to understand, develops multiple solutions to find the best answer. Helps create a positive culture by being committed to diversity, equity, and inclusion promoting ethical behavior and social responsibility within the workplace. Be authentic, own your strengths and weaknesses, ask for help when needed, be honest and transparent in your communications, working towards common goals that are meaningful to you and the team. Represent iLEAD and the school in which you work in a positive and professional manner in all interactions and communications. Pursue continuous improvement and maintain professional competence through seeking out opportunities to develop new knowledge skills and perspectives. This includes participation in professional development activities offered and self-selected professional growth activities Perform other responsibilities as defined by the designated supervisor. ESSENTIAL FUNCTIONS Communicating with others to exchange information. (In Person/Telephone/Computer) Sedentary work that primarily involves sitting/standing. Adjusting or moving objects up to 50 pounds in all directions. When needed to support a school or education program, must have the ability to travel by public transit as well as operate a vehicle for self-transportation purposes between worksites. Assessing the accuracy, neatness and thoroughness of the work assigned. May encounter outdoor elements: high (>90)/low ( Ability to work in situations involving the need to make informed and quick decisions. Ability to supervise/manage workers and delegate as needed in project management situations. Reading detailed documentation and analyzing data sets. Writing professionally, both by hand and utilizing computer software. Speaking in public settings including making public presentations to large and small groups. Dealing and navigating professionally through high-stress situations. *The statements herein are intended to describe the general nature and level of work performed by employees, but are not a complete list of responsibilities, duties and skills required of personnel so classified. Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer. WHAT YOU WILL BRING (QUALIFICATIONS) Bachelor's Degree, including all courses to meet credential requirements. Credential(s) to meet the requirement of the assignment as established by state and local governing boards. Appropriate Special Education licensure and required credentials in the state of California, including AAAS (Added Autism Authorization). Successful completion of a student-teaching/internship program is mandatory. Experience in educating special needs students. Proven effective classroom and learner behavior management skills. Knowledge of current special education practices and methodologies. Knowledge and understanding of state, local and federal regulations and policies affecting special education. Knowledge of current special education technology applications. ________________________________________________________________________ iLEAD California is an Equal Opportunity Employer and is committed to fostering diversity within its staff. iCA promotes equal opportunity for all employees and applicants. In doing so, we comply with local, state, and federal laws and regulations to ensure an equal employment opportunity for everyone. We don't discriminate in employment opportunities or practices on the basis of race, ancestry, color, religion, gender, sexual orientation, gender identity, national origin, age, disability, citizenship, military service obligation, veteran status or any other basis protected by federal, state or local laws. Our policies and personnel practices are intended to ensure that all of us are treated equally with regard to recruiting, hiring, and advancement, and our decisions on employment are made to further the principle of equal employment opportunities for employees.

The Academic Intervention Specialist is responsible for providing comprehensive intervention and tutoring supports to students enrolled in designated gateway English core classes. Working closely with and under the guidance of the course instructor(s), the specialist serves as an embedded intervention specialist, offering coaching, interventions, and tutoring services in various settings including, one-on-one, small groups, in-class, online and in labs and other activities. The Academic Intervention Specialist collaborates with the Academic Success and Retention Team in the development and continuous improvement of embedded tutoring training, strategies, and assurance of effective and relevant support mechanisms. The Academic Intervention Specialist also provides administrative assistance and encouragement to other embedded tutors, fostering a collaborative and supportive tutoring environment. The Academic Intervention Specialist plays a crucial role in facilitating student success by providing personalized academic support and fostering a conducive learning environment across multiple campuses and modalities. Responsibilities include but are not limited to: * Actively facilitate student learning and engagement through consistent presence, communication, and direct intervention in all instructional modalities, including traditional, online, and hybrid class sessions. * Model successful student behavior, encourage student engagement and participation, and actively engage with students to address learning gaps and reinforce key concepts. * Provide high-quality interventions and supplemental instruction in accordance with Instructor/course specifications. * Ensure the complete, accurate, and timely preparation and submission of all federally mandated grant reports and institutionally required reports, in compliance with applicable regulations, guidelines, and deadlines. * Assists in the development, coordination, and facilitation of initial and ongoing training for embedded tutoring personnel, ensuring alignment with institutional standards and student success best practices. * Attends, participates and completes all required compliance training and institutional professional development. * Demonstrates professionalism, approachability, and solution-oriented communication in daily operations; works proactively with colleagues to identify and resolve challenges efficiently and effectively. * Proactively collaborates with instructors to facilitate first-week communications with students in all courses to foster early engagement and rapport. * Attend planning, review and evaluative meetings with course instructor(s) and members of the Academic Support and Retention team before, during and after courses throughout each semester to assist in facilitating the implementation and tracking of academic success and retention initiatives and project objectives, including data collection, progress reporting, and assessment of program outcomes * Facilitate outreach to students in need of interventions and coordinate tutoring support, as needed. * Commitment to continuously learning and working to innovate and improve embedded tutoring effectiveness to drive positive results among students. * Work collaboratively with faculty and academic support staff on the development of workshops, activities, and other research-based tutoring and intervention strategies designed to improve student learning outcomes. * Plan regularly scheduled time for individual and/or group tutoring and or supplemental instructional sessions aligned with course content in-person and online. * Assist students in learning how to effectively utilize technology and refer students to other departments when necessary and follow-up as needed on interventions. * Serve in a mentoring/coaching capacity, helping students foster connections with support services and enhance advanced academic skills. * Foster a positive learning environment that instills confidence and reassurance in content and advanced academic skills for success. * Perform all other duties as may be assigned by the Supervisor Benefits * Health insurance for employee and dependent coverage available. * College-paid basic life insurance for employee with additional coverage for employee and/or dependents at employee's expense * College-paid retirement with 3% employee contribution to the Florida Retirement System (FRS) * Optional dental and vision insurance at employee's expense * Paid leave accrual (sick and vacation/annual leave) * Paid time off for designated holidays, winter break, and spring break * Free tickets to designated Mattie Kelly Arts Center and Raider Athletic events Requirements: * Bachelor's degree with a concentration in English/Writing or another related field. * Four (4) to six (6) years of documented relevant work experience. * Master's degree or minimum of 18 graduate semester hours in English, Education, Curriculum and Instruction, or a closely related field, preferred. * Other closely related experience in tutoring and/or teaching higher level English/Writing. * A recommendation from a content expert (instructor, former instructor, department chair, university supervisor, etc.). Someone who can speak to the candidate's content expertise and ability to communicate in the content area. * Previous tutoring experience with a strong aptitude for working with students. * Ability to discuss and explain English/Writing concepts. * Skilled in interpersonal, oral and non-verbal communication skills and an ease in relating to people from varying educational cultural and social backgrounds. * A demonstrated level of leadership, responsibility, and accountability. * Ability to navigate online platforms to facilitate virtual tutoring. * Ability to work on the Niceville, Fort Walton, Crestview, DeFuniak Springs and South Walton campuses when required. Additional Information: Classification: Professional II Grant Funded: Yes Location: Niceville, Learning Commons FLSA Status: Exempt Application Deadline: Open until filled. Review of applications will begin immediately. Application Instructions: All sections of the application must be completed. Please provide a complete application package that includes all of the following: * NWFSC Application. * Resume. * A cover letter explaining why you consider yourself qualified for this position. * Copies of unofficial transcripts. * After submitting your resume, the following page will allow you to upload additional documents. The maximum allowable size for uploading documents is 10 MB. Documents exceeding 10 MB must be scanned at a lower resolution or divided into separate documents to reduce file size. If you are disabled and need accommodations in order to participate in the application/selection process, please notify Human Resources before the specified closeout date. All qualified persons will be considered on an equal basis. Any applicant's grievance should be addressed to the Human Resources Executive Director. Northwest Florida State College does not discriminate based on age, color, ethnicity, race, national origin, disability, marital status, pregnancy, religion, genetic information, sex, gender, or any other legally protected classification in its employment practices or its educational programs or activities. In accordance with the Americans with Disabilities Act, NWFSC strictly prohibits the discrimination against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms and conditions of employment. Preference will be given to eligible veterans and spouses of veterans for Career Service positions. NWFSC is an Equal Access/Equal Opportunity Institution and a Drug Free Workplace.

The Academic Intervention Specialist is responsible for providing comprehensive intervention and tutoring support to students enrolled in designated gateway Math core classes. Working closely with and under the guidance of the course instructor(s), the specialist serves as an embedded intervention specialist, offering coaching, interventions, and tutoring services in various settings including, one-on-one, small groups, in-class, online and in labs and other activities. The Academic Intervention Specialist collaborates with the Academic Success and Retention Team in the development and continuous improvement of embedded tutoring training, strategies, and assurance of effective and relevant support mechanisms. The Academic Intervention Specialist also provides administrative assistance and encouragement to other embedded tutors, fostering a collaborative and supportive tutoring environment. The Academic Intervention Specialist plays a crucial role in facilitating student success by providing personalized academic support and fostering a conducive learning environment across multiple campuses and modalities. Regular attendance of class sessions in-person and online. Responsibilities include but are not limited to: * Actively facilitate student learning and engagement through consistent presence, communication, and direct intervention in all instructional modalities, including traditional, online, and hybrid class sessions. * Model successful student behavior, encourage student engagement and participation, and actively engage with students to address learning gaps and reinforce key concepts. * Provide high-quality interventions and supplemental instruction in accordance with Instructor/course specifications. * Ensure the complete, accurate, and timely preparation and submission of all federally mandated grant reports and institutionally required reports, in compliance with applicable regulations, guidelines, and deadlines. * Assists in the development, coordination, and facilitation of initial and ongoing training for embedded tutoring personnel, ensuring alignment with institutional standards and student success best practices. * Attends, participates and completes all required compliance training and institutional professional development. * Demonstrates professionalism, approachability, and solution-oriented communication in daily operations; works proactively with colleagues to identify and resolve challenges efficiently and effectively. * Proactively collaborates with instructors to facilitate first-week communications with students in all courses to foster early engagement and rapport. * Attend planning, review and evaluative meetings with course instructor(s) and members of the Academic Support and Retention team before, during and after courses throughout each semester to assist in facilitating the implementation and tracking of academic success and retention initiatives and project objectives, including data collection, progress reporting, and assessment of program outcomes * Facilitate outreach to students in need of interventions and coordinate tutoring support, as needed. * Commitment to continuously learning and working to innovate and improve embedded tutoring effectiveness to drive positive results among students. * Work collaboratively with faculty and academic support staff on the development of workshops, activities, and other research-based tutoring and intervention strategies designed to improve student learning outcomes. * Plan regularly scheduled time for individual and/or group tutoring and or supplemental instructional sessions aligned with course content in-person and online. * Assist students in learning how to effectively utilize technology and refer students to other departments when necessary and follow-up as needed on interventions. * Serve in a mentoring/coaching capacity, helping students foster connections with support services and enhance advanced academic skills. * Foster a positive learning environment that instills confidence and reassurance in content and advanced academic skills for success. * Perform all other duties as may be assigned by the Supervisor. Benefits * Health insurance for employee and dependent coverage available. * College-paid basic life insurance for employee with additional coverage for employee and/or dependents at employee's expense * College-paid retirement with 3% employee contribution to the Florida Retirement System (FRS) * Optional dental and vision insurance at employee's expense * Paid leave accrual (sick and vacation/annual leave) * Paid time off for designated holidays, winter break, and spring break * Free tickets to designated Mattie Kelly Arts Center and Raider Athletic events Requirements: * Bachelor's degree with a concentration in Math or another related field. * Four (4) to six (6) years of documented relevant work experience. * Master's degree or minimum of 18 graduate semester hours in Math, Math Education, Curriculum and Instruction, or a closely related field, preferred. * Other closely related experience in tutoring and/or teaching higher level Math. * A recommendation from a content expert (instructor, former instructor, department chair, university supervisor, etc.). Someone who can speak to the candidate's content expertise and ability to communicate in the content area. * Previous tutoring experience with a strong aptitude for working with students. * Ability to discuss and explain Math concepts. * Skilled in interpersonal, oral and non-verbal communication skills and an ease in relating to both students and staff. * A demonstrated level of leadership, responsibility, and accountability. * Ability to navigate online platforms to facilitate virtual tutoring. * Ability to work on the Niceville, Fort Walton, Crestview, DeFuniak Springs and South Walton campuses when required. Additional Information: Classification: Professional II Grant Funded: Yes Location: Niceville Campus FLSA Status: Exempt Application Deadline: Review of applications will begin immediately. Position open until filled. Application Instructions: All sections of the application must be completed. Please provide a complete application package that includes all of the following: * NWFSC Application. * Resume. * A cover letter explaining why you consider yourself qualified for this position. * Copies of unofficial transcripts. * After submitting your resume, the following page will allow you to upload additional documents. The maximum allowable size for uploading documents is 10 MB. Documents exceeding 10 MB must be scanned at a lower resolution or divided into separate documents to reduce file size. If you are disabled and need accommodations in order to participate in the application/selection process, please notify Human Resources before the specified closeout date. All qualified persons will be considered on an equal basis. Any applicant's grievance should be addressed to the Human Resources Executive Director. Northwest Florida State College does not discriminate based on age, color, ethnicity, race, national origin, disability, marital status, pregnancy, religion, genetic information, sex, gender, or any other legally protected classification in its employment practices or its educational programs or activities. In accordance with the Americans with Disabilities Act, NWFSC strictly prohibits the discrimination against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms and conditions of employment. Preference will be given to eligible veterans and spouses of veterans for Career Service positions. NWFSC is an Equal Access/Equal Opportunity Institution and a Drug Free Workplace.

Promotes and maintains the delivery of quality social services for patients and their families and acts as an advocate for hospitalized children and adolescents in an effort to promote high quality patient health and wellness. The Child Life Specialist markets health care services, develops individualized treatment plans, and creates education training programs. Responsibilities 1. Patient Care a. Promotes patient health and wellness by acting as an advocate for hospitalized children and adolescents and providing emotional support during stressful events (e.g., ER visits, admissions, medical procedures). Ensures that children receive appropriate psychosocial preparation for hospitalization and medical encounters by encouraging the expression and understanding of feelings associated with illness and hospitalization through developmentally appropriate activities and stress reduction techniques in an effort to enhance social and emotional development and facilitate recovery. b. Develops individualized treatment plans based on thorough patient assessment and evaluation of child's developmental level, coping style, social support network, and required medical procedures in an effort toward meeting child and family health care needs. 2. Collaboration and Partnership a. Assists in marketing health care services for developed programs within the hospital and community, researches and evaluates consumer health and wellness needs, and continuously develops high quality programs to address consumer needs and optimize departmental and hospital performance. b. Develops positive relationships between the hospital and community agencies, special interest and civic groups, and professional affiliations by acting as a hospital representative. Works through civic groups and public education activities to improve community health and foster the hospital's image as a leader in the health care industry. c. Promotes compassionate health care services by communicating and interpreting patient and caregiver concerns to staff members through treatment team meetings and consultation. Participates in and coordinates treatment team meetings to identify and address patient and caregiver needs and follows up with discussions regarding treatment goals. d. Develops required reports and maintains accurate records for use in evaluating departmental performance. Identifies ways of improving current services and consults with supervisors on employee and operational issues and problems. e. Participates in public health education programs, hospital projects, and community relations programs in an effort to promote the hospital's image as a leader in the health care industry and foster the well-being of others within the community. 3. Quality a. Creates and presents education training programs and for medical and nursing staff and provides child development training for parents in an effort to promote an understanding of the continuity of child development from infancy to childhood. b. Promotes and maintains the delivery of high quality mental health care services for patients and their families in a manner that enables them to deal with the impact of illness and distress and achieve maximum benefit from the health care services provided by the hospital. c. Creates and procures high quality developmentally appropriate activities for children and adolescents in an effort to promote a home environment in the hospital, minimize psychological trauma, and enhance patient health and recovery. d. Assists in the development and implementation of continuous quality improvement programs and participates in multi-disciplinary continuous quality improvement efforts. Assists in ensuring that all services provided by the department are performed with compassion, understanding, and respect for others. e. Promotes the quality and efficiency of his/her own performance through participation in staff educational programs, approved continuing education courses, and specialized skill training programs. 4. Other Duties As Assigned a. Performs other duties as assigned or requested. Qualifications Education Bachelor's Degree Special Skills Child Development, Child Life, Human Development or related field Licensure Certification by the Child Life CouncilEligibility to sit for the Child Life Council Certification Exam

to Dr. Stacy Mallicoat, University Honors Program Director at ************************ APPOINTMENT DATE AND ACADEMIC CALENDAR The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December; the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments. PERFORMANCE EVALUATION Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments. And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee. APPOINTMENT AND SALARY All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association. Initial appointments are for one semester only. Classification Range: $5,507 - $6,677 per month Anticipated hiring range depending on qualifications, not to exceed $6,221 per month The full-time (15 units per semester) monthly base salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester. For a three-unit assignment, typical starting compensation ranges from $6,608.40 to $7,465.20 per semester. For a description of potential benefits, go to ************************************************* ABOUT THE PROGRAM The University Honors Program at Cal State Fullerton is an academic unit under the Student Academic Support. Honors is dedicated to inclusive excellence and extending the frontiers of knowledge beyond the boundaries of the University, hosting a community of scholars from across CSUF who share a love of learning. The Program's vision is to be a nationally recognized model of inclusive excellence though a sustained commitment to access, student success, academic rigor, and high-quality learning. The goals of the program are to: * Foster intellectual curiosity and promote a commitment to inclusion among highly motivated, socially aware, and academically experienced students; * Provide intense curricular and co-curricular experiences that engage society's contemporary challenges in an increasingly changing global knowledge economy; * Deepen the impact of the program among students through rigorous ongoing assessment of learning. ABOUT CSUF Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 41,000 students. As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California's revolving work force needs. At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities. As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program. California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment where students, staff, administrators, and faculty thrive. Individuals interested in advancing the University's strategic goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. MANDATED REPORTER PER CANRA The person holding this position is considered a 'mandated reporter' under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CRIMINAL BACKGROUND CLEARANCE NOTICE This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and/or if information was knowingly withheld or falsified. Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy. Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check; rehire is contingent upon the satisfactory completion of the new background check OUT-OF-STATE EMPLOYMENT POLICY In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator Advertised: Jul 09 2025 Pacific Daylight Time Applications close:

Under the direction of the assigned supervisor/manager, coordinate student success and support related programs, components and activities; assist in the planning, implementation and delivery of support programs and services associated with the college plans. For a detailed job description for this Los Rios Classified Employees Association (White Collar) posting click here. Typical Duties Oversee one or more college student support programs; provide coordination and planning for assigned program activities and events; and assist in conducting program review and strategic planning for the assigned college programs; ensuring compliance with and implementation of student services related regulations, policies, and procedures; gather and maintain data and statistical information in an effort to ensure appropriate services are provided to students in compliance with district and state regulations, policies, and procedures; participate in recommending and monitoring systems to provide and track support services to students; budget development and coordination and preparation of the required state and district reports; attend college, district, and department meetings in an effort to assist in ensuring coordination of support services and follow-up activities; communicate with and advise students to move them through the Steps to Success and core services of assessment and educational planning; assist students in their academic career by providing them referrals and resources to meet their educational and vocational career objectives; present activities to connect students to college programs and services; develop, coordinate and conduct workshops and activities, including subjects such as entering students coming directly from high school, students transferring to a four year university, financial literacy and other related subjects; assist in planning and coordinating follow-up and retention activities for at-risk students including those on probation and dismissal; prepare appropriate forms of communication regarding career education events, activities, programs, and initiatives for dissemination to college personnel and students; assist with the development and presentation of professional development activities for faculty and staff to support student success; assist in the recruitment, training and oversight of temporary employees; perform related duties as assigned. Minimum Qualifications EXPERIENCE: Two years of related experience in student services on a college campus or in a community agency that provides comparable services to students or diverse community members. EDUCATION: Completion of a Bachelor's degree from an accredited college or university, in an area related to the assignment. NOTE: Additional qualifying experience may be substituted for up to two years of the required education on a year-for-year basis. Have an equity-minded focus, responsiveness, and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, including those with physical or learning disabilities as it relates to differences in learning styles; and successfully foster and support an inclusive educational and employment environment. (Experience Requirement: One year of experience is equal to 12 months of experience at 40 hours per week. Applicable part-time experience will be converted to the full-time equivalent for purposes of meeting the experience requirement. Education Requirement: One year of education is equal to 30 semester units.) Education must be from an accredited institution. Application Instructions Before You Apply: Follow the steps below to ensure your application is complete and ready for review. Applicants not following the guidelines below may be disqualified. Do not submit additional materials not requested or you may be disqualified. Required Application Documents: Applicants must submit the following * A Los Rios Community College District Application * Letter of Interest * Resume Additional Instructions: * Only information listed on the application and transcripts (if requested) will be used to verify Minimum Qualifications. * Applications stating "see resume" will be disqualified. * Applications missing any required documentation will be disqualified.

JOB TITLE: Care Team - Student Support REPORTS TO: School Director and/or Designee CLASSIFICATION: Classified/ Non-Exempt We employ a diverse, empathetic, and passionate team who value collaboration, integrity and the desire to be a servant leader. We are committed to excellence and work tirelessly to improve learner outcomes, by empowering learners through Project-Based Learning, Individualized Learning and Social-Emotional Learning. We are committed to being self-directed, participating in ongoing personal and professional development, problem solving, and embracing a growth mindset. With our unwavering commitment to excellence, we are confident that our team will thrive and succeed in all areas of their lives. THE OPPORTUNITY (POSITION OVERVIEW) As a Care Team- Student Support member for an iLEAD California, reporting to the School Director and under the guidance and direction of the Director of Student Support, the Care Team - Student Support Aide is responsible for providing instructional assistance to special education students and in some cases providing individual support. WHAT YOU WILL DO (DUTIES AND RESPONSIBILITIES) Adhere to the recommendations of the Individual Education Program (IEP) by conducting the following if applicable: Provide instructional assistance by helping to navigate instructions, workflow, and especially challenging assignments. Guide and assist learners with moving from one classroom to another and moving around the campus grounds in general. Assist in eating, using the bathroom, and using public transportation if applicable. Monitor and record learner's progress or behavior to provide proof of minute's. Assist with Related Services as needed. Provide support when using assistive tools to help with access to the curriculum. Work collaboratively with general education facilitators and education specialists to prepare lesson plans that best fit the needs of the learner they are supporting. Monitor and assist students in learning activities as a follow up to the presentation of instructional concepts by instructional personnel. Clean the classroom and prepare demonstrations and visual aids for specific lessons, as needed. Direct and supervise learner to provide for safe learning activities Assist in shaping appropriate social emotional behaviors by reinforcing the social emotional curriculum and instruction. Monitor resource and learning centers and assist students with the use of center equipment and in the remediation of specific learning problems. Assist with the administration of a variety of assessments. Administer routine first aid and request appropriate assistance for serious injury or illness. Maintain or assist in maintaining orderly, attractive and stimulating learning environments. Participate, as requested, in parent conferences and/or IEP meetings. Attend to the physical and health needs of children. Attend and participate in professional development opportunities as appropriate to the position. OTHER RESPONSIBILITIES Be self-directed by taking initiative and responsibility for your work. Work in a collaborative, team based and innovative environment. Commit to Excellence by seeking ways to improve and exceed expectations or Commit to excellence by seeking to raise the bar for self and team. Prioritize the growth and needs of the team, lead by example, and foster a supportive work environment. High level of personal and professional integrity and trustworthiness. Approach problems and challenges with a human-centered creative mindset, seeks to understand, develops multiple solutions to find the best answer. Helps create a positive culture by being committed to diversity, equity, and inclusion promoting ethical behavior and social responsibility within the workplace. Be authentic, own your strengths and weaknesses, ask for help when needed, be honest and transparent in your communications, working towards common goals that are meaningful to you and the team. Represent iLEAD and the school in which work in a positive and professional manner in all interactions and communications. Pursue continuous improvement and maintain professional competence through seeking out opportunities to develop new knowledge skills and perspectives. This includes participation in professional development activities offered and self-selected professional growth activities Perform other responsibilities as defined by the designated supervisor. ESSENTIAL FUNCTIONS Communicating with others to exchange information. (In Person/Telephone/Computer) Sedentary work that primarily involves sitting/standing. Adjusting or moving objects up to 50 pounds in all directions. When needed to support a school or education program, must have the ability to travel by public transit as well as operate a vehicle for self-transportation purposes between worksites. Assessing the accuracy, neatness and thoroughness of the work assigned. May encounter outdoor elements: high (>90)/low ( Ability to work in situations involving the need to make informed and quick decisions. Ability to supervise/manage workers and delegate as needed in project management situations. Reading detailed documentation and analyzing data sets. Writing professionally, both by hand and utilizing computer software. Speaking in public settings including making public presentations to large and small groups. Dealing and navigating professionally through high-stress situations. *The statements herein are intended to describe the general nature and level of work performed by employees, but are not a complete list of responsibilities, duties and skills required of personnel so classified. Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer. WHAT YOU WILL BRING (QUALIFICATIONS) High School diploma or equivalent is required. Excellent communication and interpersonal skills, both verbal and written. Exceptional public speaking skills. High level of personal and professional integrity and trustworthiness. Thrive in a collaborative, team-based and fast-paced environment. ________________________________________________________________________ iLEAD California is an Equal Opportunity Employer and is committed to fostering diversity within its staff. iCA promotes equal opportunity for all employees and applicants. In doing so, we comply with local, state, and federal laws and regulations to ensure an equal employment opportunity for everyone. We don't discriminate in employment opportunities or practices on the basis of race, ancestry, color, religion, gender, sexual orientation, gender identity, national origin, age, disability, citizenship, military service obligation, veteran status or any other basis protected by federal, state or local laws. Our policies and personnel practices are intended to ensure that all of us are treated equally with regard to recruiting, hiring, and advancement, and our decisions on employment are made to further the principle of equal employment opportunities for employees.

Working Title Continuing Graduate Student Specialist SF State University San Francisco State is an Equal Opportunity Employer and does not discriminate against persons on the basis of race, religion, color, ancestry, age, disability, genetic information, gender, gender identity, gender expression, marital status, medical condition, National origin, sex, sexual orientation, covered veteran status, or any other protected status. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose by contacting the Senior Human Resources Manager. Applicants may visit titleix.sfsu.edu for more information on SF State's policy prohibiting discrimination, and how to file an online report using the procedures under Executive Order 1096 Revised. Inquiries can be directed to the campus Title IX Coordinator and Discrimination, Harassment, and Retaliation Administrator by calling ************** or emailing ***************. San Francisco State is a 100% Smoke/Vapor-Free Campus. Smoking or Vaping of any tobacco/plant-based substance is not permitted on any University properties. The person holding this position may be considered a "mandated reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. This position may be a "designated position" in the California State University's Conflict of Interest Code. The successful candidate accepting this position may be required to file Conflict of Interest forms subject to the regulations of the Fair Political Practices Commission. Department Division of Graduate Studies and Career Development Appointment Type This is a one-year probationary position. Time Base Full-time Work Schedule Monday through Friday; from 8:00 am to 5:00 pm Anticipated Hiring Range $5,083.00 - $5,138.00 Per Month ($60,996.00 - $61,656.00 Annually) Salary is commensurate with experience. Position Summary Under the general direction of the Associate Dean and Associate Director of Graduate Student Success, Retention & Systems, the Graduate Continuing Student Specialist performs moderately complex student services professional work that advances graduate student success from matriculation through degree completion and post-graduation outcomes. This position provides advising, analytical, and program coordination functions to support graduate student enrollment, retention, advancement to candidacy, degree completion, career readiness, and serves a critical role in the success of the 2026-2028 Graduate Stratefic Enrollment Management Plan. The incumbent works both independently and collaboratively with faculty, department staff, and university offices to ensure equitable and timely progress for all graduate students. Position Information Graduate Advising, Enrollment, and Academic Progress Provide individualized and group advising to graduate students on academic policies, degree requirements, registration, leaves, and advancement to candidacy. Guide students through university and program milestones, ensuring compliance with policies governing thesis/dissertation completion, time limits, and continuous enrollment. Review, analyze, and process petitions (e.g., substitutions, leaves of absence, time extensions, excess unit petitions, and waivers of regulations). Evaluate and update student records, including degree audits, transfer credit, advancement approvals, and award of degree in the student information system (Campus Solutions). Serve as a liaison between graduate programs, the Registrar, and other academic units to maintain data accuracy and timely progression to degree. Processes diploma orders each semester and diploma reissues throughout the year in collaboration with relevant university offices and vendors. Retention and Student Success Develop early alert and outreach systems to identify students experiencing academic, financial, or personal barriers; coordinate targeted interventions with advisors, counselors, and faculty. Conduct post-first-year outreach and re-enrollment campaigns for students who pause enrollment, providing individualized re-entry guidance. Host graduate student workshops and orientation events (e.g., Steps to Graduation, Advancement to Candidacy, Culminating Experience Preparation, and Thesis Formatting Q&A). Manage communication campaigns -including targeted emails and text messages-to improve registration, re-enrollment, and degree completion. Collect, analyze, and report student progression and retention data; recommend policy and process improvements based on findings . Collaboration with Faculty/Department Support Serve as a liaison for graduate program coordinators (faculty) on issues related to graduate enrollment, student progress, and degree completion. Collaborate with departments to improve program processes (e.g., electronic forms, Advancement to Candidacy, petitions, and culminating experience submissions). Represent Graduate Studies on work groups related to student success, retention, and degree completion. Career and Post-Graduation Outcomes Partner with the Career Center to develop specialized professional development opportunities for graduate students, such as workshops on academic and industry career pathways. Support faculty and programs in tracking and reporting alumni career outcomes. Plan alumni and professional networking events, such as the Distinguished Lecture Series, to connect current students with successful graduates and employers. Integrate career readiness discussions into advising to help students align academic planning with long-term professional goals. Other duties as assigned Minimum Qualifications Knowledge and Abilities: Working knowledge of the practices, procedures and activities of the program to which assigned; general knowledge of the methods and problems of organizational and program management. General knowledge of research and interview techniques; and of the principles of individual and group behavior. Ability to interpret and apply program rules and regulations; use initiative and resourcefulness in planning work assignments and in implementing long-range program improvements; obtain factual and interpretative information through interviews; reason logically; collect, compile, analyze and evaluate data and make verbal or written presentations based on these data; advise students individually and in groups on routine matters where required; recognize multicultural, multisexed and multi‑aged value systems and work accordingly; establish and maintain cooperative working relationships with faculty, CSU administrators, student organizations, private and public agencies and others in committee work, and student advising and community contacts; and, rapidly acquire a general knowledge of the overall operation, functions and programs of the campus to which assigned. Demonstrated ability to make decisions and carry through actions having implications with regard to other program or service areas Services Office. Experience: Possession of these knowledge and abilities is typically demonstrated through the equivalent of two years of professional experience in one of the student services program areas or in a related field; experience should give evidence of competence and indicate the potential for further growth. A master's degree in a job‑related field may be substituted for one year of the professional experience. Education: Equivalent to graduation from a four-year college or university in one of the behavioral sciences, public or business administration or a job‑related field. Additional specialized experience during which the applicant has acquired and successfully applied the knowledge and abilities shown above may be substituted for the required education on a year‑for‑year basis. Preferred Qualifications Master's degree in Higher Education, Counseling, or related field. Experience working in graduate education or student success within a large, urban university. Knowledge of the California State University student information systems, enrollment data analysis, and CRM software. Environmental/Physical/Special The incumbent must be able to competently interact with a culturally and ethnically diverse population of students, faculty and staff. The incumbent is a student advocate for the Division of Graduate Studies & Career Development , and Academic Affairs cabinet area. Some work on weekends and evenings may be required. Extended periods of the day may be spent in an office, seated at a desk on a computer keyboarding, or at meetings. The incumbent facilitates presentations on a regular basis. Pre-Employment Requirements This position requires the successful completion of a background check. Eligibility to Work Applicants must be able to provide proof of US Citizenship or authorization to work in the United States, within three business days from their date of hire. Benefits Threaded through our Total Compensation package is a commitment to Bridging Life's Transitions. SF State is committed to providing our employees with a comprehensive program that rewards efforts that are appreciated by your colleagues, students and the customers we serve. We offer a competitive compensation package that includes Medical, Dental, Vision, Pension, 401k, Healthcare Savings Account, Life Insurance, Disability Insurance, Vacation and Sick Leave as well as State Holidays and a dynamic Fee Waiver program, all geared towards the University's commitment to attract, motivate and retain our employee. Additional Information SF STATE IS NOT A SPONSORING AGENCY FOR STAFF OR MANAGEMENT POSITIONS. (i.e. H1-B VISAS). Thank you for your interest in employment with California State University (CSU). CSU is a state entity whose business operations reside within the State of California. Because of this, CSU prohibits hiring employees to perform CSU-related work outside of California with very limited exception. While this position may be eligible for occasional telework, all work is expected to be performed in the state of California, and this position is assigned to on-campus operations. CSU strongly encourages faculty, staff, and students who are accessing campus facilities to be immunized against COVID-19. The systemwide policy can be found at ******************************************************* The Human Resources office is open Mondays through Fridays from 8 a.m. to 5 p.m., and can be reached at **************. Please note that this position, position requirements, application deadline and/or any other component of this position is subject to change or cancellation at any time.

OPEN UNTIL FILLED 196 Days per year 7.5 Hours per day This Student Support Specialist position will be responsible for the compliance and implementation of Exceptional Student Education (ESE), English for Speakers of Other Languages (ESOL) and Section 504 procedures, provision of technical assistance, support and training staff, and FTE compliance, as the designee of the Director of Student Support Programs and Services. EDUCATION, TRAINING & EXPERIENCE Bachelor's degree from an accredited institution in the field of Exceptional Student Education, or related field Minimum of three years' experience in the area of assignment CERTIFICATES, LICENSES & REGISTRATIONS Valid Florida Educator's Certificate Click here for Job Description. BACKGROUND SCREENING Pasco County Schools utilizes the Florida Care Provider Background Screening Clearinghouse for fingerprinting and Level II background screening. For more information about the Florida Clearinghouse and Level II background screening requirements, including eligibility assessments and compliance guidelines, please visit ********************************* Notification of Nondiscrimination: The District School Board of Pasco County does not discriminate on the basis of race, color, sex, religion, national origin, marital status, disability, or age in its programs, services, and activities or in its hiring and employment practices. Revised 1/9/2026

Job Details Job FamilySTAFF - Support StaffGradeCTSalary$14.00 - $22.13DepartmentAdult EducationReports ToDirector of Adult EducationClosing DateOpen until filled FLSA StatusNon-ExemptFirst Review DateJanuary 20, 2026 The Part-Time Student Support Specialist assists with tasks associated with the delivery of services to students enrolled in Adult Education programs. What you will be doing * Provides students with admission and registration information * Screens and follows up on student related problems for appropriate referral and problem resolution * Assists GED and ESOL students seeking financial aid * Provides students with updates on their placement status, classes, schedule and fees * Participates in recruitment activities and workshops * Performs other duties as assigned What you need to succeed * High School Diploma or G.E.D equivalent from an accredited institution and two (2) years of related experience * All degrees must be from a regionally accredited institution * Knowledge and understanding of College organization, goals, and objectives, policies and procedures * Possess good customer service skills * Knowledge of class offerings and all departments within Continuing Education and Professional Development department * Possess superior ability to learn program details * Ability to follow oral and written instructions * Possess excellent interpersonal and communication skills * Ability to project a positive image of the College and its programs * Ability to work effectively 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. *********************