Child care teacher jobs in New Orleans, LA - 160 jobs

The Childcare Teacher is responsible for helping to plan and implement a developmentally appropriate program for young children and communicating with families about their child's progress. * Must have the ability to relate sensitively to children and their families * Must be able to work cooperatively with families and staff * Must complete a health screening which states the applicant is in good health and able to care for children * Must be agile and energetic enough to perform daily work required for the care of infants, toddlers, and/or children * Must be able to lift, move, push, pull or carry items weighing up to 50 pounds, as well as the ability to sit, stand, walk or run * Must pass a criminal background record check from the state police prior to employment * Must join an early childhood professional organization within 30 days of employment * High school diploma or general education degree (GED) * Two years' experience working in an early childhood program * Child Development Associate (CDA) Credential awarded by the Council for Professional * Recognition, or must obtain CDA within 18 months of hire date * Bachelor's or Associate's degree in Early Childhood Education

WHO WILL HIRE YOU Our client is a Class A Facility that provides child care for ages 6 weeks through 5 years old. Louisiana Quality Start participant. Caters especially to military families! Job Description WHAT YOU WILL DO 1. Plans, adapts and schedules age appropriate curriculum involving various activities to stimulate children's cognitive skills, abilities and development. 2. Provides continuous supervision to children enrolled in Child Development Center; ensures health and safety of children. 3. Maintains Center, rooms and play areas in a clean, orderly, and safe condition; sets up rooms and areas for various activities such as lunch, naps, games, etc. 4. Records daily observations of children's behavior and activities; monitors behavioral patterns and develops assessment and profiles. 5. Schedules parent conferences to discuss children's development and concerns; works with family to devise learning and development strategies as necessary. 6. Maintains accurate attendance and enrollment records; maintains appropriate confidential records. 7. Monitors children for signs of child abuse and reports incidents of suspected abuse to appropriate authorities 8. Orders supplies and materials for classroom use. 9. Maintains current knowledge in the field of Early Childhood Development. 10. Acts as lead worker to Child Care Associate Teachers; trains and directs the work of student Qualifications WHAT YOU WILL NEED ABILITY TO: Implement a program based on sound principles of child development; interact positively with children and act as an appropriate adult role model; enforce and apply all laws, rules and regulations; read, understand and interpret standard official legal documents; communicate effectively in English; apply concepts of integrated curriculum development in a non-biased manner; give and follow written and oral instructions; exercise judgment and discretion in analyzing and resolving problems; maintain accurate and detailed records; maintain cooperative working relationships; demonstrate sensitivity to, and respect for a diverse population. KNOWLEDGE OF: Early childhood development and appropriate practices for infants, toddlers, and young, children; nurturing, care giving and education of young children; concepts of integrated curriculum development and implementation; principles of observation and assessment of young children; solid foundation in other aspects of child development; principles of parent communication and support. MINIMUM QUALIFICATIONS: Candidates/incumbents must meet the minimum qualifications as detailed below, or file for equivalency. Equivalency decisions are made on the basis of a combination of education and experience that would likely provide the required knowledge and abilities. If requesting consideration on the basis of equivalency, an Equivalency Application is required at the time of interest in a position (equivalency decisions are made by Human Resources, in coordination with the department where the vacancy exists, if needed.) Education: Possession of Child Development Teachers' Permit. The minimum requirement is 24 units in Early Child Development/Child Development including core courses and 16 GE units. Bachelors Degree in Child Development is required. LICENSE OR CERTIFICATE: Child Development Teachers Permit. Must possess proof of training and certificates in CPR and First Aid. SPECIAL REQUIREMENTS: Must be able to perform physical activities, such as, but not limited to, lifting children or heavy items (up to 50 lbs. unassisted), bending, standing, climbing or walking. Must be able to work safely in an environment containing biological conditions which may be unhealthful or hazardous (such as bodily fluids and waste, germs, childhood diseases). Must pass fingerprint clearance test for all appropriate agencies (such as FBI, Department of Justice, and Child Abuse Index Services). Additional Information WHAT YOU WILL GET Attractive compensation and benefits programs. A healthy, positive, and stable work environment. Continuous learning and career development that equip employees to perform to their fullest potential. A values-based culture committed to the highest standards of ethics and integrity. Engaged, collaborative teams rich in diversity of thought, experience, and background working together for the good of the organization.

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

Job Description Opportunity: Hoffman Early Learning Center is searching for an Early Childhood Pre-K Teacher for the current school year. The Early Childhood Pre-K Teacher will be responsible for maintaining a loving, kind, rigorous, and joyful learning environment for children and families. If you are relentless about seeing students achieve at high levels, this is a chance to work at a network that does whatever it takes to ensure success for all children. Responsibilities: Design classroom instruction using research-based strategies Develop curriculum using principles of backwards design Execute research-based programs according to best practices Frequently analyze results from multiple sources to drive instruction Maintain school culture of high behavioral expectations Maintain frequent communication with student families Qualifications: Bachelor's degree required Constant learner: Solicits feedback and implements new ideas in instruction, stays abreast of current research on teaching and learning, enhances professional skills Solutions-Oriented: concentrates on finding ways to solve problems and improve systems Enthusiasm: exhibits passion and excitement over work High Expectations: An unwavering belief that all students can achieve at high levels Results Oriented: Proven track record of producing dramatic, demonstrable student achievement gains as a teacher Work ethic: possesses a strong willingness to work hard and long hours to get the job done Intelligence: learns quickly, demonstrates ability to quickly and proficiently absorb new information Experienced: Successful manager of a classroom who emulates the belief that structure and clear expectations are drivers of student success Teamwork: Demonstrated ability to work well in a team Benefits: Compensation: We offer a competitive salary and benefit package.

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Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

A Northshore Charter School for children with Dyslexia seeks a highly motivated elementary teacher for the 2025-2026 school year. Requirements * A strong desire to receive rigorous, ongoing professional training to deeply understand dyslexia and the effect of dyslexia on academic life * An open-minded attitude toward academic instruction, including a willingness to "work outside the box" of traditional instructional methods * A willingness to receive and implement feedback regarding instructional practices * Evidence of strong classroom management and organizational skills * Willingness to participate in highly collaborative lesson planning and teaching situations * Evidence of individualized, interactive teaching philosophy * Highly preferred: Experience with special education * Must be able to train at the Dyslexia Resource Center while teaching to obtain additional certification in Dyslexia Education (paid by LKA)

Full-time Description Primary Role: The Educare Classroom Aide works cooperatively with the Educare Lead Teacher and Educare Assistant Teacher to plan and implement the daily education program for the children. Under the reflective supervision of the Lead Teacher, the Classroom Aide will execute classroom activities and help maintain a classroom environment that are developmentally appropriate and meet the individual needs of children as mandated by federal, state, accreditation and local standards, and that reflect the agency's philosophy and curriculum - to include Head Start, the Educare Learning Network and Clover. Duties and Responsibilities: Child Development In conjunction with the Lead and Assistant Teachers, provide opportunities for children to develop positive self-images and experience success. In conjunction with the Lead and Assistant Teachers, develop an individualized educational strength plan for each child. Participate in Family/Child reviews. Provide information to the Lead and Assistant Teachers that will assist in the referral process for children with special needs. As assigned, observe, assess and document each child's health, skills, behavior, growth and development. Curriculum Assist in planning and implementation of developmentally appropriate classroom activities that will enhance the social, emotional, physical and cognitive development of each child. Assist in the development of lesson plans with goals, objectives, activities and outcomes. Classroom Environment Assist the Lead and Assistant Teachers in maintaining a classroom environment which includes positive guidance techniques, that meets state and local licensing regulations, Head Start Program Performance Standards, the Educare Learning Network's and Clover's philosophy and curriculum. Ensure that all children are under appropriate supervision at all times. In the absences of the Lead and Assistant Teachers, delegate child development responsibilities to the substitute staff, intern and/or volunteers. Administration Accurately complete all assigned program documentation and submit in a timely manner to the Lead Teacher and/or Education Supervisor. Assist in completing daily attendance and meal participation reports and submit to the Lead Teacher. In conjunction with the Lead and Assistant Teacher, develop and maintain confidential educational information for each child and ensure all confidential information is protected. Other Follow all mandates of federal regulations, state and local licensing, accreditation. Head Start, the Educare Learning Network's and Clover's philosophy and curriculum. Attend all required meetings and trainings. Participate in home visits and Parent Staff Conferences as requested by the Lead Teacher. Help promote parent participation in the program. Perform other duties as assigned within the scope of the job description. Requirements Job Requirements: Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items of up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. Must be able to manually operate and use a computer and other office equipment. Must be able to clearly communicate with staff, students, parents and other stakeholders. Required Skills/Abilities: Knowledge of and ability to implement Early Head Start/Head Start and other developmentally appropriate child care programs. Knowledge of and ability to implement child development and early childhood principles, practices and curricula for the specific age group (0-3 or 3-5). Willingness to participate in Educare's commitment to continuously review, analyze and apply data/statistical findings from local and national evaluations to current program design. Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability and willingness to work in a program located in a high-risk, low income community. Ability to communicate and work with diverse families and professionals. Ability to exercise discretion in handling confidential information and materials. Ability to obtain First Aid and CPR certification. Basic knowledge of computer applications and the ability to learn and master other computer technology /software programs as needed. Ability to communicate and respond in a manner that demonstrates respect and concern. Must be able to remain abreast of early childhood education and pedagogy to enhance professional growth and development. In the absence of the teacher assistant, the Classroom Aide will assume the role and responsibilities of the Assistant Teacher. Assist with weekly preparation and implementation of daily activities for children. (Ex: meals, field trips, rest-time, etc.) Assist with daily cleanliness, aesthetic appearance and organization of classroom and restroom to ensure an environment that is conducive to learning. Maintain contact and communication with parents of children in assigned classroom as appropriate. Ensure that the outside playground is free of hazardous materials before allowing children on the playground. Educational Requirement and Experience: Child Development Associate (CDA) Certification with an Infant/Toddler or Preschool Endorsement. Salary Description $16.27-$18.71/hour

Job DescriptionThe Role We are seeking a compassionate and dedicated Child Specific Aide to provide one-on-one support to a student throughout the school day. In this role, you will help the student achieve academic, behavioral, and social goals outlined in their IEP, BIP, and safety plans, while fostering independence and positive interactions in the classroom. This position is ideal for someone who is patient, attentive, and committed to supporting the individual needs of a student in a structured, nurturing environment. What You'll Do Shadow and provide one-on-one support to a specific student throughout the day, following IEP, BIP, and safety plans. Ensure the student's academic, behavioral, and social needs are met. Facilitate engagement in instructional activities and monitor progress toward learning goals. Assist in developing skills that promote independence. Support positive interactions between the student and peers. Escort and assist the student as needed during transitions and activities. Maintain accurate documentation of student behavior and progress. Communicate effectively with teachers, parents, and school personnel regarding student performance. Uphold professional expectations including attendance, teamwork, and professional development. Stay current with educational best practices and trends through ongoing professional learning. Perform related duties as assigned and ensure compliance with school policies and procedures. Qualifications Associate's Degree or minimum of 3 years' experience working with children in an educational setting. Strong interpersonal and communication skills, both written and oral. Proficiency with basic computer and technology tools. Ability to work independently while following prescribed routines and instructions. Positive attitude, reliability, and ability to work under pressure. Commitment to supporting student growth, safety, and well-being. About Us Join Focused Staffing Group and be a catalyst for positive change! At Focused Staffing, we don't just fill positions-we transform lives, one rockstar talent at a time. Whether you're eager to make a meaningful difference in behavioral health or dedicated to empowering students in K-12 education, our mission is to connect skilled, passionate professionals with the communities that need them most. As a leader in specialized staffing, we provide exceptional opportunities and support for every member of our team, creating lasting impact for those we serve and those who serve with us. Discover how your unique strengths can help build brighter futures across schools and behavioral health organizations nationwide. Want to love what you do? Let's make it happen! Check out our candidates' success stories!

St. John School Board is seeking highly qualified paraprofessionals to assist our teachers in the classroom. Applicants must complete this online application and include references with email addresses. Additional documents to be uploaded into the application include a resume, and a copy the following: Possess a secondary school diploma or GED certificate AND Pass the Para-Pro Assessment with a score of 450 or higher. (register for test at ************ You must already have passing scores when you apply for the position; OR Two (2) years of full time study (48 semester credit hours) from a state-approved institution of higher education to include English Composition (3 hours), English/Reading (6 hours), and Mathematics (6 hours); OR An Associates of Arts or Associate of Applied Science degree from a state-approved institution of higher education. High school diplomas OR An Early Childhood Ancillary Certificate (for PreK placement only) Test scores, ancillary certificate (PreK only) OR college transcripts must be uploaded in the application or your application will not be considered for employment. You MUST list 2 references along with email addresses, upload your resume AND high school diplomas, AND test scores OR college transcripts must be uploaded in the application or your application will not be considered for employment. Open Application ST. JOHN THE BAPTIST PARISH SCHOOL BOARD IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, GENDER, AGE, HANDICAP, NATIONAL ORIGIN, VETERAN STATUS, DISABILITY, GENETIC INFORMATION OR TESTING, OR SEXUAL ORIENTATION.

Green Trees is the early childhood division within Isidore Newman School. The school offers full-day and half-day programs for children ages six weeks to four-years-old from August through May, with summer camp options available in June and July. We strive to develop children's ability to think critically and creatively in a safe, stimulating, and rigorous learning environment. A Green Trees education fosters both cognitive and social-emotional learning that is developmentally appropriate for the child. The important qualifications include: 2+ years teaching experience in a highly rated early childhood education program A reflective practice, committed to a continuous process of self-improvement and lifelong learning Ability to facilitate learning and maintain a developmentally appropriate and cognitively engaging classroom environment Commitment to learn and use technology for teamwork and communicating with colleagues and families Must be available to work 8am-5pm each day with the flexibility to attend monthly meetings and/or events before and after school. The significant responsibilities include: Professional Responsibilities Conduct self in a professional manner as a representative of Green Trees and Newman Maintain a safe environment and adhere to state licensing guidelines Adhere to the expectations and routines of daily life at Green Trees Attend and actively participate in school-wide and divisional meetings Engage in a variety of professional development opportunities both required and self-initiated Classroom Responsibilities Ensure that children are safe, well cared for, and supported in their growth Engage and be fully present with children throughout the day Work with team to design and facilitate an enriching classroom environment that is age appropriate, inclusive, beautiful, inspiring, and reflects the work of the child Support with establishing and leading a flow of the day embedded with routines and rituals that build classroom community throughout the school day and extended care Reflect on written observations and documentation to collaboratively plan an intentional and meaningful classroom curriculum centered around the interests and developmental needs of the class Assist with conducting informal assessments to inform curriculum planning, student support, narratives, conferences and family communications Establish and maintain strong relationships with families in order to enrich the learning and development of their children Assistant Responsibilities Learn and use best practices that exemplify the philosophy of Green Trees Maintain respectful and productive relationships with teammates by utilizing clear and effective communication Set and work towards goals with the support of the Mentor teacher Lead Later Gators, extended care program Community Engagement (primarily outside of the classroom) Create opportunities for learning by seeking out and utilizing partnerships with families and resources from community at large Collaborate with colleagues to support one another, spur new ideas, and foster experiences Lean into civil discourse by engaging in dialogue that demonstrates awareness of intent and impact Interested applicants should submit a cover letter, updated resume and names of three professional references.

Sylvan Learning Center of Metairie & New Orleans Sylvan Learning Center of Metairie & New Orleans is looking for a Part-Time Teacher's Assistant/Aide. We are seeking a motivated and energetic individual to help our teachers prepare for instruction and assist them during instruction. You will also be responsible for supervising our students between class periods. It is an excellent opportunity for job seekers who are looking to obtain anywhere from 4-20 hours a week. The position of an aide in a Sylvan classroom works with us to support learning in one of our private school contracts. It's a great way for the students to practice instructing reading and math. We work with students in grades K-12. We teach during normal school hours and have some after-school positions as well. Teaching assistants also get feedback and professional development for their instructional skills. This job involves clerical and administrative duties and requires strong computer and organization skills. You should have excellent customer service and communication skills. Experience in a prior position working with children in an education setting is a plus. To qualify, you need a high school diploma or higher. This is a fast-paced, multi-tasking educational environment. Part-time hourly rate depends on experience. Send your resume and the hours you are available to work. Interested job seekers can reach us at ************ or at *********************************. Required education: High School Diploma or equivalent

Nature of Work Assist classroom staff in implementing the individualized goals and objectives set forth for a particular child/children that has been identified as needing specialized assistance. Aide will observe and record specific behavioral data as well as targeted goals and objectives and routinely communicate observations and progress with program staff, consultants and parents. Education A child development associate (CDA) credential or be enrolled in a CDA credential program that will be completed within 2 years; or have an college degree from an accredited institution or be enrolled in a program leading to a degree in Early Childhood Education (ECE), child development (CD) or related field. Essential Functions Be familiar with and adhere to the Head Start Program Performance Standards, State of Louisiana licensing requirements, the RCCDC written work plan, and agency's policies and procedures Maintain an open, friendly, professional relationship with all staff and families, to include respect for culture, diversity and ethnicity. Participate in annual program self-assessment and continuous quality improvement initiatives of the overall program. Monitor and ensure confidentiality of children records Position Specific Essential Functions: Classroom Activity 1. Adapt planned activities, materials and equipment to facilitate participation by special needs child/children. 2. Help promote communication, play and socialization between the special needs child/children and other children in the classroom. 3. Perform required care-giving activities for child/children, i.e. feeding, toileting, dressing etc. 4. Implement behavior management techniques and monitor progress & effectiveness 5. Observe, record and monitor child's/children's progress in the classroom Collaboration with Classroom Staff 1. Assist staff in implementing curriculum and individualized goals for the special needs child/children to promote growth and learning in all developmental areas. 2. Routinely communicate observations and progress with classroom staff, consultants and parents. Insure that professional ethics and confidentiality are maintained. Additional Job Responsibilities 1. Attend meetings, trainings, and professional development activities. 2. Serve as 2nd bus monitor for centers with bus transportation 3. Generate In-Kind. 4. Other duties as requested. Required Knowledge, Skills and Abilities Ability to closely monitor and supervise special needs child/children. Strong written and verbal communication skills. Bilingual English/Spanish skills highly desirable. Ability to respond to behavioral issues with appropriate behavior management processes Routine decision making such as when to communicate to teachers and parents and when changes in program are needed, when emergencies arise etc. Sits with children during family style meal times and eats the same "Head Start" lunch as the children, providing a model for good nutritional habits. Ability to respond appropriately to an emergency or a crisis situation. Occasional driving for home visits sometimes in outlying areas. Must be able to maintain regular and consistent attendance. Reports to work on time, maintains a stable work attendance record. SPECIAL CONSIDERATIONS Employees within this classification are required to: Pass a criminal background check. Pass a physical examination every three years Complete Tuberculosis (TB) test every three years. Maintain a current First Aid, CPR, ( training provided ) Maintain a valid driver's license with a driving record in compliance with RCCDC's insurance carrier requirements. Lift up to 50 lbs. Daily kneeling, stooping, bending, and sitting on the floor to attend to children's needs Perform duties in an active environment with changes in climate and noise level.

Jefferson RISE Charter School, founded by seven community members in 2014, will serve just under 800 students in grades 6-12 for the 2025-2026 school year. Located in Harvey, Louisiana, the school caters to a diverse student body from the Westbank of Jefferson Parish, consisting of 59% Black/African American, 24% White, 15% Hispanic, and 2% Asian students, with 87% qualifying as economically disadvantaged. Remarkable achievements for Jefferson RISE Charter School include: State recognized our school as Top Gains Badge Recipient (23-24 SY) Graduation Rate A (22-23 SY, 23-24 SY) Strength of Diploma A (23-24 SY) Progress Rating A (23-24 SY) #6 for SPS Growth in Louisiana (22-23 SY) Achieved a School Performance Score (SPS) increase of over 17 points, resulting in a “B” rating for the high school and a “C” rating for the middle school (22-23 SY) Position Overview The 1:1 Paraprofessional provides individualized, day-to-day support to a designated student in order to promote access to learning, school routines, and peer engagement. This role is essential in fostering the student's growth in independence and participation across academic, social, and functional areas. The 1:1 paraprofessional helps implement instructional strategies and support plans aligned with the student's learning goals. Key Responsibilities Instructional & Academic Support Support the implementation of classroom activities and instructional plans Reinforce academic concepts and skills as directed by the teacher Encourage student participation in classwork, small groups, and school routines Assist with materials, assignments, and tasks that promote student independence General Student Support Provide consistent, individualized support throughout the school day in a variety of settings Help the student navigate transitions, stay organized, and maintain focus Support the student's development of social, communication, and self-regulation skills Implement strategies to promote engagement, self-advocacy, and problem-solving Collaboration & Communication Work closely with classroom teachers, special education staff, and related service providers Communicate regularly and professionally with supervising staff about student needs and observations Participate in team meetings, trainings, and ongoing development related to student support Maintain confidentiality and uphold a student-centered, strengths-based mindset CANDIDATE PROFILE Education and Certification: High school diploma or equivalent Strong interpersonal and communication skills Ability to build rapport and provide consistent support in a calm, professional manner Commitment to upholding student dignity, privacy, and autonomy Experience and Skills: Proven track record of helping students develop academic skills that support classroom and school success Ability to maintain composure and consistency in high-stress situations Strong organizational and documentation skills Clear, direct communication skills with both students and adults Prior experience working with youth in an educational or behavioral support setting preferred Culture and Fit: Believes deeply in the mission and students of Jefferson RISE Eager to learn, grow, and improve their craft Open to feedback and takes ownership for their impact on students and the school community Willing to take initiative and find solutions when challenges arise Acts with integrity and puts students first Collaborative and flexible - ready to pitch in and support teammates BENEFITS RISE employees are paid twice a month on the 15th and last day of each month. Jefferson RISE pays the following employee-only benefit costs for all full-time employees: coverage 85% of medical premiums and 100% of dental, vision, short and long term disability premiums. The Employee covers the remaining costs, including 15% employee medical and all spouse/dependent costs. RISE provides a 401(k) retirement plan to all W-2 employees, including a match of up to 100% of contributions on the first 3% deferred, then 50% of contributions from 3% to 5%. There is no vesting period. Jefferson RISE reserves the right to offer different or additional benefits to the Employee at any time.

Job Summary: The Master Teacher is a highly skilled educator who provides leadership, instructional expertise, and mentorship to teachers and staff within the school. This role combines advanced classroom teaching with a focus on supporting the professional growth of other educators, improving instructional practices, and ensuring high academic standards. The Master Teacher collaborates with school leadership to implement curriculum initiatives, fosters a culture of continuous improvement, and supports both individual and collective professional development across the school community. Key Responsibilities: Achieving an 80% or greater rate of teachers reaching a proficient level or higher. This involves providing the support, resources, and guidance teachers need to develop their skills, improve their teaching practices, and become more effective educators. Working directly with students to ensure they learn the subject matter and skills necessary for their academic growth. Success in this area means fostering an environment where students take accountability for their own learning, work toward becoming high achievers, and develop the skills necessary to be lifelong learners. Analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. Spend on average, 2 hours per day teaching students. Master teachers are partners with the principal in observing other teachers. Provide expert guidance on best practices in pedagogy, instructional strategies, and classroom management to support teachers in delivering high-quality education. Model exemplary teaching practices in the classroom, offering strategies for differentiated instruction, student engagement, and effective assessment. Assist in the development and implementation of curriculum materials and resources that align with state and district standards. Evaluate teaching methods and recommend adjustments to improve instructional effectiveness and student learning outcomes. Lead school-wide or grade-level initiatives focused on improving student achievement, including instructional planning, assessment practices, and project-based learning. Mentor and coach teachers to enhance their instructional techniques, classroom management, and professional development. Conduct regular classroom observations to provide constructive feedback and suggest actionable steps for improvement. Facilitate peer collaboration and provide ongoing support through co-teaching, team teaching, and modeling lessons. Lead and participate in professional learning communities (PLCs) or teacher study groups focused on instructional improvement, data analysis, and student performance. Develop and lead professional development sessions, workshops, and training for teachers to promote continuous growth and excellence in teaching practices. Collaborate with school leadership and the curriculum team to develop, implement, and assess school-wide curriculum initiatives and instructional strategies. Assist teachers in aligning their lesson plans and instructional activities with district and state standards. Support the integration of technology into teaching practices and promote the use of digital tools and resources to enhance learning. Lead curriculum review and evaluation processes, helping to ensure that instructional materials and approaches meet the needs of all students. Use student achievement data (e.g., test scores, assessments, classroom observations) to assess instructional effectiveness and identify areas for improvement. Collaborate with teachers and administrators to analyze data, identify trends, and create targeted action plans to improve student performance. Support teachers in interpreting data from assessments to inform instruction and meet the diverse needs of students. Implement strategies to close achievement gaps and provide additional support to struggling students, including differentiated instruction and targeted interventions. Work closely with the principal and other school leaders to set academic goals and develop strategies for improving school performance. Provide regular updates and reports to the administration regarding the progress of instructional initiatives and teacher development efforts. Act as a liaison between teachers and school leadership, advocating for resources, support, and professional development opportunities. Assist in school-wide assessments and improvement plans, contributing to the school's strategic goals and continuous improvement efforts. Foster a positive, collaborative, and inclusive school culture that values academic excellence, professional growth, and mutual respect. Lead or contribute to the development of school-wide programs, initiatives, and events that promote student engagement, community involvement, and school spirit. Promote student-centered learning environments by supporting teachers in creating inclusive classrooms that meet the needs of diverse learners. Perform other related duties as required. Develop the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups' progress toward goals. Master Teachers are formally evaluated two (2) times a year (1 announced / 1 unannounced) by a member of the Instructional Leadership Team: Executive Master Teacher Principal and/or Chief Academic Officer Stipends: A stipend is paid for this role and in return for the stipend that is paid, master teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/Executive Master Teacher. A stipend in the amount of $8,000 will be provided for the school year. The stipend will be paid in two equal installments. The first payout will be in December and the final payout will be in May. Qualifications: Bachelor's degree in Education or a related field (required). Master's degree in Education, Curriculum and Instruction, or a related field (preferred). Valid state teaching certification (required). At least 5 years of successful classroom teaching experience, demonstrating high student achievement and advanced pedagogical skills. Experience in curriculum development, instructional coaching, or educational leadership is preferred. Experience leading professional development or mentoring colleagues is highly desirable. Expertise in instructional strategies, curriculum design, and assessment practices. Strong leadership skills, with the ability to motivate and inspire colleagues while maintaining a collaborative and respectful approach. Excellent communication skills, both verbal and written, for interacting with students, staff, and school leadership. Proficient in using technology for educational purposes, including digital learning tools and classroom management systems. Ability to analyze data to inform instructional practices and student support strategies. Strong organizational and time-management skills, with the ability to balance multiple priorities and responsibilities. Physical Demands: Ability to stand, sit, and move throughout the school building as needed. Ability to lift and carry materials or classroom supplies (up to 25 pounds). Ability to engage in physical activities such as monitoring recess or conducting classroom activities. Work Environment: The position is primarily performed in a classroom or office setting, with occasional movement between classrooms and school facilities. The role involves frequent interaction with students, staff, and school leaders. Some evening or weekend hours may be required for meetings, professional development, or school events. The position requires flexibility and the ability to adapt to the evolving needs of the school community.

Invite a friend All applications will be reviewed and responded to as quickly as we are able. While we wish we could personally speak with each applicant, we are unable to do so due to the volume of applicants. With that in mind, please do not call in to follow up on your application Job Description: Hoffman Early Learning Center is searching for Infant and Toddler/PreSchool Early Educators for the current School Year. Infant and Toddler Early Educators are responsible for maintaining a loving, kind, rigorous, and joyful learning environment for children and families. If you are relentless about seeing young children achieve at high levels, this is a chance to work at an early learning center that does whatever it takes to ensure success for all children. Background: New Orleans College Prep's (NOCP) mission is to prepare students with academic and life skills for success in college, career, and beyond. For 10+ years, NOCP has grown from a single grade of 100 students, to now operating 3 schools spanning Birth (6 weeks) to 12th grade and serving over 1,400 students. In June 2017, NOCP expanded its existing early learning program at John W. Hoffman to establish a large, world-class early learning center that meets the needs of a growing, socioeconomically diverse population in New Orleans. The early learning center serves children aged 0 - 4 and offers an unparalleled array of enriching, experiential learning experiences for children. 50% of the seats are funded through Head Start, offered only to low income children, and 50% of the seats are tuition-based, offered on a sliding scale of tuition rates based on family income. With this unique model, we are creating a preschool that is truly accessible to all families, regardless of income, and expand early childhood capacity in our city. Additional information about Hoffman Early Learning Center can be found on our website (******************* or by watching this video ************************************************* Responsibilities: Design learning experiences that advance intellectual and physical development of children using research-based strategies Develop lesson plans that support the social and emotional development of children Frequently encourage the involvement of families in programs and support the development of relationships between children and their families Establish and maintain a safe and healthy learning environment Maintain school culture of high behavioral expectations Collaborate with family members, colleagues, and other staff to achieve positive outcomes for children of all abilities. Experience and Skills: Qualifications: Child Development Associate (CDA) or a state-awarded certificate that meets or exceeds the CDA credential (required) Ancillary Teaching Certificate (preferred) Constant learner: Solicits feedback and implements new ideas in instruction, stays abreast of current research on teaching and learning, enhances professional skills Solutions-Oriented: concentrates on finding ways to solve problems and improve systems Enthusiasm: exhibits passion and excitement over work High Expectations: An unwavering belief that all students can achieve at high levels Results Oriented: Proven track record of producing dramatic, demonstrable student achievement gains as a teacher Work ethic: possesses a strong willingness to work hard and long hours to get the job done Intelligence: learns quickly, demonstrates ability to quickly and proficiently absorb new information Teamwork: Demonstrated ability to work well in a team Benefits Compensation: We offer a competitive compensation package, including generous retirement contributions and comprehensive health benefits.

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

Job Description Green Trees is the early childhood division within Isidore Newman School. The school offers full-day and half-day programs for children ages six weeks to four-years-old from August through May, with summer camp options available in June and July. We strive to develop children's ability to think critically and creatively in a safe, stimulating, and rigorous learning environment. A Green Trees education fosters both cognitive and social-emotional learning that is developmentally appropriate for the child. The important qualifications include: 2+ years teaching experience in a highly rated early childhood education program A reflective practice, committed to a continuous process of self-improvement and lifelong learning Ability to facilitate learning and maintain a developmentally appropriate and cognitively engaging classroom environment Commitment to learn and use technology for teamwork and communicating with colleagues and families Meets and maintains any and all federal, state and local requirements to work in an educational childcare setting Availability to work Monday - Friday 12:00pm - 5:30pm. The significant responsibilities include: Professional Responsibilities Conduct self in a professional manner as a representative of Green Trees and Newman Maintain a safe environment and adhere to state licensing guidelines Adhere to the expectations and routines of daily life at Green Trees Attend and actively participate in school-wide and divisional meetings Engage in a variety of professional development opportunities both required and self-initiated Classroom Responsibilities Ensure that children are safe, well cared for, and supported in their growth Engage and be fully present with children throughout the day Work with team to facilitate an enriching classroom environment that is age appropriate, inclusive, beautiful, inspiring, and reflects the work of the child Support with leading a flow of the day embedded with routines and rituals that build classroom community throughout the school day and extended care Establish and maintain strong relationships with families in order to enrich the learning and development of their children Assistant Responsibilities Learn and use best practices that exemplify the philosophy of Green Trees Maintain respectful and productive relationships with teammates by utilizing clear and effective communication Set and work towards goals with the director Lead Later Gators, extended care program Community Engagement (primarily outside of the classroom) Collaborate with colleagues to support one another, spur new ideas, and foster experiences Lean into civil discourse by engaging in dialogue that demonstrates awareness of intent and impact Job Posted by ApplicantPro

Job DescriptionSalary: Jefferson RISE Charter School, founded by seven community members in 2014, will serve just under 800 students in grades 6-12 for the 2025-2026 school year. Located in Harvey, Louisiana, the school caters to a diverse student body from the Westbank of Jefferson Parish, consisting of 59% Black/African American, 24% White, 15% Hispanic, and 2% Asian students, with 87% qualifying as economically disadvantaged. Remarkable achievements for Jefferson RISE Charter School include: State recognized our school as Top Gains Badge Recipient (23-24 SY) Graduation Rate A (22-23 SY, 23-24 SY) Strength of Diploma A (23-24 SY) Progress Rating A (23-24 SY) #6 for SPS Growth in Louisiana (22-23 SY) Achieved a School Performance Score (SPS) increase of over 17 points, resulting in a B rating for the high school and a C rating for the middle school (22-23 SY) Position Overview The 1:1 Paraprofessional provides individualized, day-to-day support to a designated student in order to promote access to learning, school routines, and peer engagement. This role is essential in fostering the students growth in independence and participation across academic, social, and functional areas. The 1:1 paraprofessional helps implement instructional strategies and support plans aligned with the students learning goals. Key Responsibilities Instructional & Academic Support Support the implementation of classroom activities and instructional plans Reinforce academic concepts and skills as directed by the teacher Encourage student participation in classwork, small groups, and school routines Assist with materials, assignments, and tasks that promote student independence General Student Support Provide consistent, individualized support throughout the school day in a variety of settings Help the student navigate transitions, stay organized, and maintain focus Support the students development of social, communication, and self-regulation skills Implement strategies to promote engagement, self-advocacy, and problem-solving Collaboration & Communication Work closely with classroom teachers, special education staff, and related service providers Communicate regularly and professionally with supervising staff about student needs and observations Participate in team meetings, trainings, and ongoing development related to student support Maintain confidentiality and uphold a student-centered, strengths-based mindset CANDIDATE PROFILE Education and Certification: High school diploma or equivalent Strong interpersonal and communication skills Ability to build rapport and provide consistent support in a calm, professional manner Commitment to upholding student dignity, privacy, and autonomy Experience and Skills: Proven track record of helping students develop academic skills that support classroom and school success Ability to maintain composure and consistency in high-stress situations Strong organizational and documentation skills Clear, direct communication skills with both students and adults Prior experience working with youth in an educational or behavioral support setting preferred Culture and Fit: Believes deeply in the mission and students of Jefferson RISE Eager to learn, grow, and improve their craft Open to feedback and takes ownership for their impact on students and the school community Willing to take initiative and find solutions when challenges arise Acts with integrity and puts students first Collaborative and flexible ready to pitch in and support teammates BENEFITS RISE employees are paid twice a month on the 15th and last day of each month. Jefferson RISE pays the following employee-only benefit costs for all full-time employees: coverage 85% of medical premiums and 100% of dental, vision, short and long term disability premiums. The Employee covers the remaining costs, including 15% employee medical and all spouse/dependent costs. RISE provides a 401(k) retirement plan to all W-2 employees, including a match of up to 100% of contributions on the first 3% deferred, then 50% of contributions from 3% to 5%. There is no vesting period. Jefferson RISE reserves the right to offer different or additional benefits to the Employee at any time.