Pre-K Teacher jobs at Charter Schools USA - 5328 jobs

A progressive educational institution in California seeks an Interim Head of Upper School for the 2026-2027 school year. The ideal candidate will provide exceptional leadership, ensuring the well-being of students and faculty while maintaining high standards. Responsibilities include overseeing the Upper School program, engaging with families, and supporting a positive community culture. This role offers competitive compensation ranging from $165,000 to $215,000 annually. Eligible candidates are encouraged to apply by January 5, 2026. #J-18808-Ljbffr

A leading independent school in Danville, California, seeks an experienced Interim Head of Upper School for the 2026-2027 academic year. This position involves overseeing the Upper School program, faculty, student life, and key initiatives. Candidates should possess strong cultural competency and relational leadership skills, with a background in education and an ability to support complex situations. The role offers a competitive salary ranging from $165,000 to $215,000, alongside excellent benefits and professional development opportunities. #J-18808-Ljbffr

SFACS is hiring ESE Certified Teachers for the 2025-26 school year. The position offers a starting salary of $50,050, with a schedule from 7:15 a.m. to 3:45 p.m. and a 10-month contract. The school provides education and therapeutic services to individuals diagnosed with autism spectrum disorders, utilizing methodologies based on B.F. Skinner's Theory of Applied Behavioral Analysis. The role requires a valid teaching certificate and specific endorsements, with support provided for obtaining necessary certifications.Responsibilities Plans curriculum and prepares instructional objectives, lessons, and other instructional materials according to performance levels and special educational needs of students Lectures and demonstrates using technological and audiovisual teaching aids, employing various teaching techniques Prepares and administers tests, observes students, and writes student anecdotal and behavioral observations to evaluate student progress Assigns lessons, assesses students' progress, and prepares and assigns homework Teaches rules of conduct and maintains discipline and order in the classroom and outside Counsels students when adjustment and academic problems arise Prepares reports on progress of students and communicates with parents regarding student progress Meets and consults with parents, administrators, and others to develop individual educational plans for students Administers and interprets results of ability and achievement tests Maintains the operation of students' assistive learning devices Requirements Background Check Benefits Retirement Benefits Paid Time Off Health Insurance Salary: $50,050.00 per year

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. * Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation * Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan * Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Starting Rate: $20.02 /hour Environment: Special Education Program, Grades K-12 Spectrum Center Schools and Programs, a growing, dynamic organization with a social mission to offer hope is seeking a Substitute Instructional Aide to join our award-winning team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction! If you thrive in a fast-paced, goal-oriented, outcome-driven environment, seek a career with genuine purpose, and possess a problem-solving mindset, a sense of humor, and a stellar work ethic - We Should Talk! As a Substitute Instructional Aide, you will provide individualized supervision and instruction to assigned students in Grades K-12 and additional support to the core classroom staff. In the absence of the regular classroom aide, you will work with student(s) to implement their individualized education programs (IEP) through use of group and individual instruction in both the classroom and community. Responsibilities Include: Working with students to improve their community, vocational, leisure, domestic, academic, and social skills. Implementing curriculum (including all on-site and community-based instruction) and behavioral intervention strategies consistent with the letter and intent of the IEP/ITP (Individual Transition Plan)/PBIP (Positive Behavior Intervention Plan) to meet each student's goals and objectives. Instructing and monitoring students during lessons in the classroom to ensure fidelity of instruction. Encouraging and monitoring the progress of individual students in accordance with specific timelines and communicating with the classroom teacher regarding overall progress and/or interventions needed. Completing accurate and timely documentation on student's behavior as outlined by school procedures; reporting observations to relevant staff and making recommendations based on observations. Assisting in preparation of other behavioral reports and daily activities log as required. Maintaining confidentiality of student information and records at all times. Participate in school meetings, student/parent meetings and individual student advisory meetings as requested and required. Responding constructively to formal and informal feedback. Performing other duties as assigned. This position operates with oversight and guidance from the classroom teacher and program director in carrying out the essential duties and responsibilities to provide support to assigned students and Spectrum program site. Qualifications Required: High school diploma or equivalent w/ passage of basic skills test. Associate degree or higher in education or a closely related field of study preferred. Hold currently or have the ability to obtain a state driver's license. Licensed currently or in the process of obtaining a paraprofessional, paraeducator, teaching assistant or similar credential preferred. Prior experience working with children, preferably in a special education program setting. Highly skilled in working with children with autism spectrum disorders, developmental disabilities and/or challenging behaviors. Comfortable driving and/or riding in a company van with students before and/or after school. Ability to think and act quickly and calmly in an emergency and make independent decisions. Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals. Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability. Well-versed in the use of relevant technology including experience with computers, Microsoft Office Suite, database entry and basic office equipment. Spectrum Center Schools is a division of ChanceLight Behavioral Health, Therapy, & Education, the nation's leading provider of alternative and special education programs for children and young adults. For more than 45 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives! Learn more about our history, our mission, and the program services we provide by visiting the link below: ******************************** At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment! Your path to a truly rewarding career starts here - where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education! Perks and Benefits Include: Comprehensive Medical, Dental and Vision Plans FREE Telehealth and Virtual Counseling Sessions FREE Health Advocacy Services and 24/7 Nurse Line Company Paid Life & Disability Insurance Company Paid Employee Assistance Program Flexible Spending and Health Savings Accounts Personal Protection Insurance Plans Cigna Healthy Pregnancies, Healthy Babies Program Legal Services Insurance Pet Health Insurance Accrual-based Paid Time Off School Hours and Paid Holiday Schedule Extensive Personal and Life Event Paid Leave Policy 401k Retirement Saving Plan Perks at Work Employee Discount Program Opportunities for Growth & Development And So Much More! If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future - This Is Your Chance! Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential! Careers, With ChanceLight Work. With Purpose. Copyright 2024 ChanceLight Behavioral Health, Therapy, & Education, a ChanceLight company *Benefit plans and eligibility requirements may vary based on role and employment status. Equal Opportunity Employer This employer is required to notify all applicants of their rights pursuant to federal employment laws. For further information, please review the Know Your Rights notice from the Department of Labor.

General Description Substitute Teacher Pay Schedule - Early Care and Education, Substitute Permit $260 Day 1-20 $270 Day 21-40 $280 Day 41+ Child Care Assistant (CCA) $180/day Associate Teacher $200/day Site Supervisor $250/day Substitute Trainee (working towards a CD permit) $18.63/hour Apprentice - hourly rate based on permit held First 3 ECE units completed after signing up receive $200 stipend after verified with transcripts Second 3 ECE units completed after signing up receive $200 stipend after verified with transcripts Once signed up as a substitute and have completed 6 ECE units, can qualify for an assistant permit which the ECE program will pay for If you have more than 6 ECE units, once signed up as a substitute, can apply for any other permit which the ECE program will pay for Special Ed, Juvenile Court and Community Schools $260 Day 1-20 $270 Day 21-40 $280 Day 41+ Hold appropriate credential for assignment $295 Day Days are cumulative from one assignment to another and from one school year to the next Requirements To be considered for a Substitute Teacher assignment, applicant must have: Bachelor's degree CTC live scan Eligibility for 30-day substitute permit, OR Valid CA teaching credential NOTE: Child Development applicants only do not require any of the above if they qualify for a Child Development Permit ( Assistant permit or higher). See information here. Supplemental Information On-boarding Stipend - Receive $300 when cleared to start Full workday = 4+ hours paid a full day, under 4 hours is half pay Substitute teachers (Special ED & JCCS) with the appropriate program credential $285 per day Long-Term rate, 10+ consecutive days in the same assignment $285 per day, retro to Day 1, approved by the program. For ECE program - applies to substitute permit holders only Paid monthly on the last day of the month Benefits not included Non-Discrimination Policy Statement For purposes of this policy, employees include job applicants, interns, volunteers, and persons who contracted with SBCEO to provide services, as applicable. No SBCEO employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. SBCEO prohibits discrimination against employees on the basis of reproductive health decision making, defined as a person's decision to use or access a particular drug, device, product, or medical service for reproductive health. SBCEO does not discriminate against employees on the basis of immigration status, unless there is clear and convincing evidence that SBCEO is required to do so in order to comply with federal immigration law.

General Description Our ideal candidate You are a committed professional with a nurturing and patient demeanor who enjoys working with children and young adults in need of specialized assistance. You are a team player who listens well and contributes to a positive and efficient work environment on behalf of colleagues, students, families, and the community. You represent the Santa Barbara County Education Office with integrity and professionalism. General description Assists teachers and staff in providing cognitive, instructional, therapeutic, and/or medical support to students with varying levels of physical, intellectual, and developmental disabilities, learning disabilities, multiple disabilities, emotional disturbance, and/or severe orthopedic, visual, or hearing impairments. Specific Duties and Responsibilities Specific duties and responsibilities Provides cognitive, instructional, therapeutic, medical, and/or social instructional assistance to individuals or small groups of students with disabilities. Works directly with individuals or small groups of students to execute individual lesson plans and alternative strategies for maximizing learning experiences. Interprets individualized education plans and teacher instructions. Assists students during classroom activities, lunch, physical education, while being transported to and from school activities, and all other school activities. Feeds students, dispenses medicines, and assists with personal hygiene. May perform suctioning, oral stimulation, and replenishment of catheterized devices. Assists students with development and reinforcement of life skills such as, but not limited to, purchasing and preparing food, negotiating transportation between school and home, work, and community-based services. Assists teachers by setting up work areas, and preparing motivational, decorative, and instructional materials. Prepares and may develop age-, grade-, and developmentally-appropriate instructional aids and activities to support the curriculum being taught. Confers with teachers, specialists and parents to develop and evaluate individual and group educational goals and objectives. Assists with implementation of special programs. Administers assessment instruments, scores objective tests and written papers, and keeps appropriate records for teachers, including those on computerized student information and grading systems. Monitors classroom activities when a teacher is absent from the classroom. Accompanies students going from one location to another. Observes, monitors, and controls behavior of students within approved procedures. Develops and uses incentives as positive reinforcement. Maintains constant supervision of children. Assesses the need for, and uses appropriate discipline in accordance with grade level and student's ability to understand and learn from discipline. Reports student academic, life skill, and behavior progress and performance to teachers. Documents student progress by correcting assignments, administering and scoring criterion referenced tests, recording and charting test scores and curriculum-based measurements. Confers as needed with teachers, resource staff, and other school staff concerning programs and materials to meet student needs. Alerts teacher to any special problems or information concerning students in assigned program. Assists program administrative staff with the preparation and presentation of in service training sessions. Assists in organizing and participates in meetings to share information about programs available to students. Assists students with developing independent travel and mobility skills, community-based vocational training, and preparation for ongoing employment. May coordinate services with job coaching or vocational advisors. Assures student safety. Places students in wheelchairs, standers, wedges and other equipment or devices that enhance mobility. Helps or places students onto buses, therapeutic tables, and toilets. Assists students by offering proper examples, emotional support, patience, and friendly attitude, without becoming emotionally attached. Prepares and maintains a variety of files and records for classroom or assigned program. Performs other duties as assigned that support the overall objective of the position. Requirements Education: Possession of a high school diploma and passing score on a rigorous assessment examination demonstrating knowledge and ability to assist with instructing children/students in reading, writing, and mathematics; 48 or more semester units of higher education will substitute for the competency assessment exam. Experience: Six months of work, volunteer, or personal experience providing care or instruction to infants or children, or to children or adults with disabilities, is preferred . Knowledge, Skills and Abilities Knowledge of: the principles and practices of age-appropriate child development and guidance applicable to special education setting dealing with severe emotional, physical, and learning challenges. the subjects taught in the County's school districts, including arithmetic, grammar, spelling, language and reading, with sufficient competency to assist students with individual or group studies. teaching and instruction methods. basic clerical and record-keeping processes. Special programs available to students. Skill in: using personal computers, audiovisual, and other equipment to support learning, record information, and send communications. working productively and cooperatively with teachers, students, and parents in formal and informal settings, Ability to: assist teaching staff with implementation of instructional goals and activities, and special needs of students with severe handicaps. assess the needs of individual students and develop instructional support techniques and materials to meet those needs. interact with teachers, parents, and specialists in order to carry out assigned duties. oversee students, administer assignments and tests, and perform general clerical tasks. assist students with developing independence and self-help skills. make formal presentations to classes, individuals, and small groups of students and assist with demonstrations of assigned subject matter to classroom-sized groups. relate positively to students in a teaching/learning environment in a way that builds confidence, recognizes and works on learning disabilities and barriers. exercise patience when conveying information to students having difficulty with verbal and written communications demonstrate sensitivity to the special needs of students. Some positions in this classification may require proficiency in a language other than English or basic competency in sign language. Licenses and certificates May require a valid First Aid card and/or certification in Crisis Prevention Intervention (CPI). Some positions in this classification may require: Valid California Class C Driver's License and insurance coverage as required by law. Enrollment in the California Department of Motor Vehicles Government Employer Pull Notice Program as a condition of employment. Working conditions Work is performed indoors and outdoors with some exposure to health and safety considerations from physical labor and exposure to body fluids. Physical abilities Requires the ability to perform indoors in a classroom/laboratory environment engaged in work of a moderately active nature. Requires near visual acuity to read and write printed materials and computer screens. Requires hearing and speech ability for ordinary and telephonic conversation, to speak to groups, and to hear sound prompts from equipment. Requires ambulatory ability to move about office, classroom/laboratory, and school grounds, to tutor, assist with presentations, and reach work materials. Requires sufficient manual and finger dexterity to demonstrate teaching aids, to point out important words/figures to students, and to operate personal computers. Requires the ability to lift, carry, push, and move supplies, fixtures, wheelchairs, etc., of light-to-medium weight (under 50 pounds) on a regular basis, and heavy weight (under 75 pounds) without labor saving equipment on an intermittent basis. Supplemental Information Substitutes whose education and/or experience substantially exceeds the minimum qualifications for the classification may be placed at a higher step in range (up to Step E), upon approval of the hiring department. RECRUITMENT INFORMATION: * All applicants who meet the minimum qualifications will be invited to participate in the process for the position. * If you require an accommodation for any step of the application and selection process, please notify Human Resources as soon as possible. Paid monthly on the last day of the month. Benefits not included. Non-Discrimination Policy Statement For purposes of this policy, employees include job applicants, interns, volunteers, and persons who contracted with SBCEO to provide services, as applicable. No SBCEO employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. SBCEO prohibits discrimination against employees on the basis of reproductive health decision making, defined as a person's decision to use or access a particular drug, device, product, or medical service for reproductive health. SBCEO does not discriminate against employees on the basis of immigration status, unless there is clear and convincing evidence that SBCEO is required to do so in order to comply with federal immigration law.

General Description Hourly rate varies and is based on subbing assignment. Our ideal candidate You are a committed professional with a nurturing and patient demeanor. You are a team player who listens well and contributes to a positive and efficient work environment on behalf of colleagues, students, families, and the community. You represent the Santa Barbara County Education Office with integrity and professionalism. General description Provides support to staff with duties as needed. Supplemental Information Substitutes are usually at Step A of the salary range for that classification. The Classified Salary Schedule can be found here. Substitute whose education and/or experience substantially exceeds the minimum qualifications for the classification may be placed at a higher step in range (up to Step E), upon approval of the hiring department. Non-Discrimination Policy Statement For purposes of this policy, employees include job applicants, interns, volunteers, and persons who contracted with SBCEO to provide services, as applicable. No SBCEO employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. SBCEO prohibits discrimination against employees on the basis of reproductive health decision making, defined as a person's decision to use or access a particular drug, device, product, or medical service for reproductive health. SBCEO does not discriminate against employees on the basis of immigration status, unless there is clear and convincing evidence that SBCEO is required to do so in order to comply with federal immigration law.

Substitute Teacher, Juvenile Court and Community Schools at Santa Barbara County Education Office Share on X Application Deadline 7/10/2026 11:55 PM Pacific Date Posted 8/1/2025 Contact Wendy Garcia 2402 Number of Openings Not Specified Salary Pay Range $250 - $270 Daily Add'l Salary Info start at $250 every 21 days of service increase $10 day up to $270 Length of Work Year 184 Employment Type Full and Part Time About the Employer The Santa Barbara County Education Office provides services and leadership to 20 public school districts and 10 charter schools. SBCEO offers programs and services in support of nearly 70,000 children throughout Santa Barbara County - from Santa Barbara to Santa Ynez, Lompoc, Orcutt, and Santa Maria. Requirements / Qualifications Teaching credential or substitute permit Live scan TB skin test clearance Online trainings Requirements / Qualifications Teaching credential or substitute permit Live scan TB skin test clearance Online trainings Comments and Other Information On-boarding $300 stipend when cleared to start. Comments and Other Information On-boarding $300 stipend when cleared to start. Links Related To This Job View Other Job Desc. / Ess. Elem. CalSTRS Links Not all postings qualify for CalSTRS. Informational Only. CalSTRS Info for New Educators

Substitute Teacher, Special Education at Santa Barbara County Education Office Share on X Application Deadline 6/10/2026 11:55 PM Pacific Date Posted 8/1/2025 Contact Wendy Garcia 2402 Number of Openings Not Specified Salary Pay Range $250 - $270 Daily Add'l Salary Info Day 1-20 $250, Day 21-40 $260, Day 41+ $270 Length of Work Year 184 days Employment Type Part Time About the Employer The Santa Barbara County Education Office provides services and leadership to 20 public school districts and 10 charter schools. SBCEO offers programs and services in support of nearly 70,000 children throughout Santa Barbara County - from Santa Barbara to Santa Ynez, Lompoc, Orcutt, and Santa Maria. Requirements / Qualifications Teaching credential or substitute permit Live scan Current TB clearance Required trainings Immunization verification (TDAP and MMR), if working in preschools Requirements / Qualifications Teaching credential or substitute permit Live scan Current TB clearance Required trainings Immunization verification (TDAP and MMR), if working in preschools Comments and Other Information Receive an onboarding stipend of $300 when requirements completed and ready to substitute. Comments and Other Information Receive an onboarding stipend of $300 when requirements completed and ready to substitute. Links Related To This Job View Other Job Desc. / Ess. Elem. CalSTRS Links Not all postings qualify for CalSTRS. Informational Only. CalSTRS Info for New Educators

Substitute Teacher, Early Care and Education at Santa Barbara County Education Office Share on X Application Deadline 8/1/2026 11:55 PM Pacific Date Posted 8/1/2025 Contact Wendy Garcia 2402 Number of Openings Not Specified Salary Pay Range $175 - $270 Daily Add'l Salary Info Child Care Assistant $175/day, Associate Teacher $200/day, Site Supervisor $240/day, if have a substiute perrmit range $250 every 21 days of service increase $10 up to $270/day Length of Work Year 184 Employment Type Full and Part Time About the Employer The Santa Barbara County Education Office provides services and leadership to 20 public school districts and 10 charter schools. SBCEO offers programs and services in support of nearly 70,000 children throughout Santa Barbara County - from Santa Barbara to Santa Ynez, Lompoc, Orcutt, and Santa Maria. Requirements / Qualifications Child Development permit Live scan TB skin test clearance Immunizations MMR, DTAP Flu (optional) Requirements / Qualifications Child Development permit Live scan TB skin test clearance Immunizations MMR, DTAP Flu (optional) Comments and Other Information On-boarding $300 stipend when cleared to start If have ECE/CD units can start as a sub in training (working towards a permit) Comments and Other Information On-boarding $300 stipend when cleared to start If have ECE/CD units can start as a sub in training (working towards a permit) Links Related To This Job View Other Job Desc. / Ess. Elem. CalSTRS Links Not all postings qualify for CalSTRS. Informational Only. CalSTRS Info for New Educators

Job DescriptionBenefits: 401(k) Employee discounts Opportunity for advancement Paid time off Training & development The Lead Teacher in the Pre-K 4-year-old classroom is responsible for creating and implementing a developmentally appropriate curriculum that promotes the social, emotional, physical, and cognitive growth of children in preparation for kindergarten. This role includes managing the daily operations of the classroom, supervising assistant teachers, maintaining a safe and engaging learning environment, and fostering positive relationships with children, families, and staff. Key Responsibilities Curriculum & Instruction Plan, prepare, and implement daily lesson plans aligned with state early learning standards and the centers curriculum. Introduce early literacy, math, science, art, and social studies concepts through age-appropriate, hands-on activities. Incorporate play-based and project-based learning experiences to encourage exploration, creativity, and problem-solving skills. Use observation and assessment tools to track childrens developmental progress and adjust instruction accordingly. Classroom Management Maintain a safe, clean, and organized classroom environment that meets state licensing and accreditation standards. Establish and enforce consistent routines and expectations to promote a positive learning atmosphere. Supervise assistant teachers and floaters assigned to the classroom, providing guidance, direction, and support. Manage transitions effectively to minimize disruptions and maintain engagement. Child Development & Safety Ensure the health, safety, and well-being of all children in the classroom at all times. Follow proper procedures for toileting, handwashing, and other hygiene practices. Monitor children for signs of developmental delays, behavioral concerns, or health issues and report findings to parents and administration. Family Engagement Communicate regularly with families about classroom activities, child progress, and any concerns. Conduct scheduled parent-teacher conferences and provide developmental progress reports. Foster positive relationships with families to encourage home-to-school partnerships. Administrative Duties Maintain accurate attendance records, incident reports, and developmental portfolios for each child. Ensure compliance with all state licensing regulations, center policies, and safety procedures. Participate in staff meetings, trainings, and professional development opportunities. Qualifications Minimum of an Associates Degree in Early Childhood Education (or related field) or At least 12 years of classroom teaching experience with preschool-aged children (4-year-olds preferred). State-required teaching credentials or certifications for Pre-K programs (preferred but not required). Strong knowledge of early childhood development principles and best practices. Ability to plan and implement engaging, developmentally appropriate activities. Excellent communication, organization, and leadership skills. CPR and First Aid certification (or willingness to obtain). Physical Requirements Ability to lift up to 40 pounds. Frequent bending, stooping, kneeling, and sitting on the floor. Ability to move quickly in response to childrens needs and emergencies. Work Environment Indoor classroom setting with outdoor playtime as weather permits. Fast-paced, active environment with direct interaction with young children.

Replies within 24 hours Benefits: 401(k) Employee discounts Opportunity for advancement Paid time off Training & development The Lead Teacher in the Pre-K 4-year-old classroom is responsible for creating and implementing a developmentally appropriate curriculum that promotes the social, emotional, physical, and cognitive growth of children in preparation for kindergarten. This role includes managing the daily operations of the classroom, supervising assistant teachers, maintaining a safe and engaging learning environment, and fostering positive relationships with children, families, and staff. Key Responsibilities Curriculum & Instruction Plan, prepare, and implement daily lesson plans aligned with state early learning standards and the center's curriculum. Introduce early literacy, math, science, art, and social studies concepts through age-appropriate, hands-on activities. Incorporate play-based and project-based learning experiences to encourage exploration, creativity, and problem-solving skills. Use observation and assessment tools to track children's developmental progress and adjust instruction accordingly. Classroom Management Maintain a safe, clean, and organized classroom environment that meets state licensing and accreditation standards. Establish and enforce consistent routines and expectations to promote a positive learning atmosphere. Supervise assistant teachers and floaters assigned to the classroom, providing guidance, direction, and support. Manage transitions effectively to minimize disruptions and maintain engagement. Child Development & Safety Ensure the health, safety, and well-being of all children in the classroom at all times. Follow proper procedures for toileting, handwashing, and other hygiene practices. Monitor children for signs of developmental delays, behavioral concerns, or health issues and report findings to parents and administration. Family Engagement Communicate regularly with families about classroom activities, child progress, and any concerns. Conduct scheduled parent-teacher conferences and provide developmental progress reports. Foster positive relationships with families to encourage home-to-school partnerships. Administrative Duties Maintain accurate attendance records, incident reports, and developmental portfolios for each child. Ensure compliance with all state licensing regulations, center policies, and safety procedures. Participate in staff meetings, trainings, and professional development opportunities. Qualifications Minimum of an Associate's Degree in Early Childhood Education (or related field) or At least 1-2 years of classroom teaching experience with preschool-aged children (4-year-olds preferred). State-required teaching credentials or certifications for Pre-K programs (preferred but not required). Strong knowledge of early childhood development principles and best practices. Ability to plan and implement engaging, developmentally appropriate activities. Excellent communication, organization, and leadership skills. CPR and First Aid certification (or willingness to obtain). Physical Requirements Ability to lift up to 40 pounds. Frequent bending, stooping, kneeling, and sitting on the floor. Ability to move quickly in response to children's needs and emergencies. Work Environment Indoor classroom setting with outdoor playtime as weather permits. Fast-paced, active environment with direct interaction with young children. Compensation: $15.00 - $17.00 per hour About Bright KidsBright Kids Learning Academy was founded with the intent of providing a quality early childhood education that will prepare young scholars for future success. Bright Kids Learning Academy will accomplish this goal by providing an age specific, project-based learning curriculum. In addition, Bright Kids focuses on training and equipping quality educators as well as engaging parents in the learning process. We are proud to serve our families with children ages 6 weeks to 4 years of age. We also offer after-school care for children in Kindergarten to fifth grade or children 5 to 12 years of age who attend schools within the area. We believe in the importance of regularly assessing each child's growth and development so that we can tailor our lessons and activities and meet each child's individual needs. Our incredible teachers support a variety of learning styles in which they plan and set goals to guide children's experiences. This is accomplished by tapping into their social, emotional, cognitive, physical and creative domains. The children are immersed into a climate for learning in the academic domains of creative arts, literacy, math and science. We look forward to the opportunity to help your child grow and flourish. MISSIONThe Bright Kids Learning Academy mission is to lead from the front with innovation in early childhood education to prepare children for success at school and beyond. We foster children's creativity in all areas of learning and growth with research-based strategies for childcare, development and early childhood education including literacy and numeracy. VISIONBright Kids Learning Academy seeks to grow creative and brilliant minds that prepare children for future success.

The Department of History at San José State University is a vibrant center of learning for nearly 300 undergraduate and graduate History majors, plus hundreds more undergraduate students enrolled in History survey courses that fulfill General Education and American Institutions graduation requirements. The department has nine full-time tenured or tenure-track faculty and fourteen part-time or full-time lecturers. We offer courses that cover most of the world and all periods of time. We are always looking for qualified History instructors who can teach lower-division survey courses and occasional upper-division courses as well. Learn more about our department at ***************************** Brief Description of Duties We are seeking qualified lecturers to teach U.S. history courses on a part-time, temporary basis depending on department needs. Specific courses include HIST 15: Essentials of U.S. History and HIST 170S: American Identities & Institutions. HIST 15 is a 3-unit, lower-division survey course in U.S. history that fulfills the American Institutions graduation requirement (Area US1). HIST 170S is a 3 unit, upper-division survey course in U.S. history that fulfills the US1 requirement and also the Area S: Self, Society, and Equality in in SJSU Studies. Candidates should expect to teach in-person, on campus. * Candidates with U.S. History teaching experience are preferred. * Candidates must be prepared to teach courses as assigned by the department chair in accordance with course descriptions and General Education requirements. * Candidates must create fully compliant syllabi and other course materials; conduct class sessions as scheduled; meet with students as required; use Canvas and other appropriate instructional technology; attend faculty and college meetings; maintain student records (enrollment, attendance, grades, and assessment); and follow all CSU and SJSU policies and guidelines. * Demonstrate awareness of and address the needs of a student population of great diversity-including age, abilities, cultural background, ethnicity, religion, economic background, primary language, sexual orientation, gender identity, and academic preparation-through inclusive course materials, teaching strategies and advisement. * Faculty shall organize all their classes within the Canvas Learning Management System (LMS), the official LMS provided for the SJSU community. All classes at SJSU, whether online or not, must be anchored in the Canvas platform to ensure faculty-student connection in a common space as all students are directed to log in to Canvas for online access to their classes. You will have access to this system prior to the semester start date. * All classes must be offered and meet as scheduled throughout the entire semester or term, in the mode assigned and listed in the schedule of classes (i.e., asynchronous, synchronous, bichronous, in-person, or hybrid). Required Qualifications * MA or PhD US History * Minimum one year of U.S. History teaching experience at the post-secondary level (community college, 4-year college, or university). * Experience with the Canvas learning management system. * Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Preferred Qualifications * Ph.D. in U.S. History (required for HIST 170S). * Experience with the Canvas learning management system Compensation Compensation and salary range placement are determined by qualifications and experience. To learn more about range placement, please see University Policy S21-2. Anticipated starting salary: L-A / Range 2 - $5507 - $5959 L-B / Range 3 - $6221 - $7481 L-C / Range 4 - $6825 - $9431 L-D / Range 5 - $8593 - $10347 Range salaries above are the anticipated monthly salary rate of full-time AY faculty--part-time rates are prorated. There are 6 monthly payments per semester (full-time AY annual salary = rate x 12). See the Faculty Salary Schedule for more information. Application Procedure Click Apply Now to complete the SJSU Online Employment Application and attach the following documents: * CV * Cover Letter * List of at least three (3) or as many as five (5) references * Statement of U.S. History Teaching Philosophy * Statement of Expertise, including professional experience and U.S. History courses you are qualified to teach This is a continuing open position. Employment Conditions Faculty employees must complete CSU employee training as assigned and required based on their role (e.g., preventing discrimination and harassment, gender equity and Title IX, health and safety). Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) and CSU systemwide policy, the faculty member in this position will subject to ongoing review for designation as a Campus Security Authority (CSA). Individuals designated as Campus Security Authorities are required to immediately report Clery incidents to the institution and to complete Clery Act training as determined by the University Clery Director. Questions regarding CSA designation and training can be sent to the Clery Director at ************************. The President may recommend or require compliance with safety measures that decrease the likelihood of COVID-19 transmission or illness and allows the core mission and activities of the campus to continue. Conditional Offer The work for this faculty position is located in the State of California and requires commuting to the campus. Employment is contingent upon proof of eligibility to work in the United States. Offers of employment are conditional, and may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. San José State University: Silicon Valley's Public University Located in the heart of Silicon Valley-one of the most innovative and diverse regions in the world-San José State University is the founding campus of the 23-campus California State University (CSU) system and the first public university in the West. Recognized as a national leader in transformative higher education, San José State University is an essential contributor to the economic, cultural, and social development of Silicon Valley, the Bay Area, and California. SJSU ranks high nationally in research funding and is second highest in research productivity in the CSU system. Cutting-edge research, combined with world-class scholarship, student-centered learning opportunities, and experiential and interdisciplinary programs, allows SJSU to provide transformative opportunities that advance the public good locally and globally. San José State enrolls more than 36,000 students - many are historically underserved, and around 45% are first-generation and 38% are Pell-recipients. SJSU is a Hispanic Serving Institution (HSI) and an Asian American and Native American Pacific Islander (AANAPISI) Serving Institution. The university's commitment to social justice extends from its vibrant, inclusive campus to an international network of over 275,000 alumni. As such, San José State is committed to increasing the diversity of its faculty so our disciplines, students, and community can benefit from different and divergent cultural and identity perspectives. Equal Employment Statement San José State University prohibits discrimination on the basis of Age, Ancestry, Caste, Color, Disability, Ethnicity, Gender, Gender Expression, Gender Identity, Genetic Information, Marital Status, Medical Condition, Military Status, Nationality, Race, Religion, Religious Creed, Sex, Sexual Orientation, Sex Stereotype, and Veteran Status. This policy applies to all San José State University students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose. Note that all San José State University employees are considered mandated reporters under the California Child Abuse and Neglect Reporting Act and are required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act and Campus Housing Fire Safety Notification Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the Annual Security Report (ASR) is also now available for viewing at **************************************************************** The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and Sexual Assault prevention information, and information about drug and alcohol prevention programming. The ASR also contains statistics of Clery crimes for San José State University locations for the three most recent calendar years. A paper copy of the ASR is available upon request by contacting the Office of the Clery Director by phone at ************ or by email at ************************. Pursuant to the Higher Education Opportunity Act, the Annual Fire Safety Report (AFSR) is also available for viewing at ******************************************************************* The purpose of this report is to disclose statistics for fires that occurred within SJSU on-campus housing facilities for the three most recent calendar years, and to distribute fire safety policies and procedures intended to promote safety on Campus. A paper copy of the AFSR is available upon request by contacting the Housing Office by phone at ************ or by email at **********************. Advertised: Jun 13 2023 Pacific Daylight Time Applications close:

Our commitment to equal opportunity means ensuring that every student and employee has access to the resources and support they need to thrive and succeed in a university environment and in their communities. Cal Poly complies with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, the California Equity in Higher Education Act, California's Proposition 209 (Art. I, Section 31 of the California Constitution), other applicable state and federal anti-discrimination laws, and CSU's Nondiscrimination Policy. We prohibit discriminatory preferential treatment, segregation based on race or any other protected status, and all forms of discrimination, harassment, and retaliation in all university programs, policies, and practices. Cal Poly is a diverse community of individuals who represent many perspectives, beliefs and identities, committed to fostering an inclusive, respectful, and intellectually vibrant environment. We cultivate a culture of open dialogue, mutual respect, and belonging to support educational excellence and student success. Through academic programs, student organizations and activities, faculty initiatives, and community partnerships, we encourage meaningful engagement with diverse perspectives. As a higher education institution, we are dedicated to advancing knowledge and empowering individuals to reach their full potential by prioritizing inclusive curriculum development, faculty and staff training, student mentorship, and comprehensive support programs. At Cal Poly, excellence is built on merit, talent, diversity, accessibility, and equal opportunity for all. REQUIRED QUALIFICATIONS Advanced degree with an earned degree (minimum of Bachelor's degree) in City and Regional Planning, Landscape Architecture, Architecture or a degree that fulfills a special department need. In the absence of an advanced degree, appropriate professional experience in the previous 5 years is required for appointment. PREFERRED QUALIFICATIONS Teaching and professional experience with advanced or terminal degree in field of instruction preferred. SPECIAL CONDITIONS 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 as a condition of employment. Following a conditional offer of employment, a background check (including a criminal records check) must be completed satisfactorily before any candidate may start work with Cal Poly, San Luis Obispo. Failure to satisfactorily complete the background check may result in the withdrawal of the offer of employment. Note: Cal Poly cannot deny an applicant a position solely or in part due to a criminal conviction history until it has performed an individualized assessment and linked the relevant conviction history with specific job duties in the position being sought. Please note: Current employees who are offered positions on campus will be required to undergo a background check for any position where a background check is required by law or that Cal Poly has designated as sensitive. Sensitive positions are those requiring heightened scrutiny of individuals holding the position based on potential for harm to children, concerns for the safety and security of people, animals, or property, or heightened risk of financial loss to Cal Poly or individuals in the university community. Cal Poly, San Luis Obispo will not sponsor an H-1B for this position. For health and well-being, Cal Poly is a smoke & tobacco-free campus. The university is committed to promoting a healthy environment for all members of our community. 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 prohibits hiring employees to perform CSU related work outside of California. ABOUT THE DEPARTMENT One of five departments in the College of Architecture and Environmental Design, the award-winning Department of City and Regional Planning offers two PAB accredited professionally-oriented programs - a Bachelor of Science degree (BSCRP) and a Master of City and Regional Planning (MCRP). The bachelor's program provides strong preparation in land use, physical planning and urban design. Master's degree candidates work for professional practice in either urban land planning and development or regional and environmental planning. There is a joint Master's degree in Transportation Planning with the Civil and Environmental Engineering Department. Interdisciplinary courses are offered with other college departments, there is a strong interest in sustainability and the integration of knowledge through team based projects. The Department has strong links to the practicing California planning profession. The department has strong links to the practicing CA planning profession, and is supportive of applied research and evidence based practice. Visit the Department web site for more information: ************************* HOW TO APPLY Please attach a cover letter stating your professional expertise and teaching areas, resume/CV, unofficial transcripts, teaching philosophy, and a list of courses or instructional areas you wish to be considered for (courses are listed in the online university catalog) to the online faculty application. If applicable, please attach a list of CSU courses previously taught. We encourage, but do not require, samples of course syllabi or professional work. Please be prepared to provide three names of references and their email addresses when filling out the online application. Reference letters and sealed official transcripts will be required prior to an appointment. For questions, please contact the City and Regional Planning Department at **************. REVIEW BEGIN DATE: May 14, 2025. Advertised: Apr 20 2025 Pacific Daylight Time Applications close:

Job DescriptionSalary: see placement schedule High Expectations, High Achievements Haven Schools are located on two campuses known as Bay Haven and North Bay Haven Charter Academies. These two locations, in Bay County, Florida, include two elementary, two middle, and one high school. We educate more than 3,000 students each year with a staff of almost 400! Come and be a part of an exceptional educational institution where "High Expectation and High Achievement" go hand in hand! Please visit us at********************** learn more! We are looking for a candidate with the following qualifications: High School Diploma or GED preferred. Must have or be willing to obtain 40 hours of state training, CPR/First Aid, and pass a background check. Must have a love of small children and be able to lift 50+ pounds. The ability to pass a level 2 background screening is required.

High Expectations, High Achievements Haven Schools are located on two campuses known as Bay Haven and North Bay Haven Charter Academies. These two locations, in Bay County, Florida, include two elementary, two middle, and one high school. We educate more than 3,000 students each year with a staff of almost 400! Come and be a part of an exceptional educational institution where "High Expectation and High Achievement" go hand in hand! Please visit us at ******************** to learn more! We are looking for a candidate with the following qualifications: High School Diploma or GED preferred. Must have or be willing to obtain 40 hours of state training, CPR/First Aid, and pass a background check. Must have a love of small children and be able to lift 50+ pounds. The ability to pass a level 2 background screening is required.