Durham Public Schools jobs in Durham, NC - 294 jobs

Operations/Grounds Worker Date Available: 07/01/2025 Position Number:Assignment Type:Position Term:150512Full-Time12 Months Classification:Salary or Hourly Rate: ClassifiedNC05 Contact Name: Clifton Williams Contact Phone Number: ************ X29239 Contact Email Address: clifton_****************** Attachment(s): * Groundskeeper.pdf

Administration/Assistant Principal Date Available: 02/02/2026 Position Number:Assignment Type:Position Term:368002Continuing11 Month FTE:Classification:Salary or Hourly Rate:1.0LicensedBased on State and Local Salary SchedulesContact Name: Brandon Hodges Contact Phone Number: ************ Contact Email Address: Brandon_**************** Additional Information: Show/Hide Assistant High School Principal Position Purpose Under the general supervision of a High School Principal, to assist the Principal in providing leadership and supervision in administering the educational program of a High School in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law. * To provide leadership in program development and improvement, as well as in professional staff development. * To serve as Principal in the absence of the Principal. Essential Functions * Assists in the development and administration of school programs consistent with school district goals and objectives. * Provides leadership and direction to staff with regard to the ongoing evaluation and improvement of educational programs, including curricular and extra-curricular activities. * Promotes a school environment that is safe and conducive to individualized instruction, cooperative curriculum development, and student learning. * Prepares class schedules, master schedules, extracurricular activities. * Assists in ensuring that Board policies and procedures are implemented and followed at the school. * Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research. * Encourages staff to continue to grow professionally and to experiment with new approaches or strategies to teaching. * Supervises departments as assigned. * Assists in coordinating the work of school staff and school district program leaders to develop and implement instructional programs and teaching practices. * Conducts ongoing assessment of student learning, and works with teaching staff to modify instructional methods to fit students' needs, including students with special needs. * Assists in the recruitment and selection of employees, the proper maintenance of employee personnel files, the administration of collective bargaining agreements, corrective action, and other human resource issues. * Involves staff in the evaluation of programs and the planning of new programs. * Encourages parental involvement in students' education and ensures effective communication with students and parents. * Ensures that student conduct and attendance conforms with the school's standards and school district policies. * Supervises and evaluates teaching staff and other building employees in accordance with the school district's evaluation plan, and makes recommendations regarding goals, areas needing improvement and continued employment. * Assists in the budgetary and financial affairs of the school consistent with school district policies. Additional Duties Performs other related tasks as assigned by the Principal, Superintendent and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Knowledge, Skills, and Abilities * Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles. * Knowledge of High school curriculum and concepts. * Knowledge of best practices in administration, program evaluation and staff supervision. * Knowledge of data information systems, data analysis and the formulation of action plans. * Knowledge of applicable federal and state laws regarding education. * Ability to use computer network system and software applications as needed. * Ability to develop and implement projects. * Effective verbal and written communication skills. * Ability to communicate effectively with students and parents. * Ability to organize multiple tasks and conflicting time constraints. * Ability to engage in self-evaluation with regard to leadership, performance and professional growth. * Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Physical and Mental Demands, Work Hazards Work in standard office and school building environments. Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position. Equipment Use standard office equipment such as personal computers, printer, copier and fax machines, and telephone. Travel Requirements Travel to school district buildings and professional meetings as required. Qualifications Profile Certification/License: * [State] State Certification as required for position. * Teaching Certification in related area (i.e., High School or subject area and grade level). * Motor Vehicle Operator's License or ability to provide own transportation. Education * Bachelor's and Masters Degree from an accredited college or university, preferably in School Administration or other related educational discipline. * Sixth year, doctorate, or other planned program in related field preferred. Experience Extensive successful teaching experience at the High School level, preferably in more than one subject area and grade level. Successful experience as an administrator in the High School level preferred. FLSA Status: Exempt

TBD Additional Information: Chatham Middle Minimum Qualifications: Bachelor's Degree in Social Work, Master's Degree preferred. Must either have or be eligible for a North Carolina Department of Public Instruction License for School Social Worker. Reports To: School Principal Purpose: The School Social Worker promotes and enhances the overall academic mission by providing services that strengthen home/school/community partnerships and alleviate barriers to learning. The School Social Worker contributes to the development of a healthy, safe, and caring school environment by advancing the understanding of the emotional and social development of children. The School Social Worker recognizes the influences that family, community, and cultural differences have on student achievement and success and implements effective intervention strategies. Performance Responsibilities: 1. Assessment of Student, Family, and School Needs Effectively and appropriately assess and address the needs, characteristics, and interactions of students, families, school personnel, and community. 1.1 Conducts assessments and evaluations in accordance with parent or guardian and student rights. 1.2 Uses student, family, and school assessment results to identify needs that impact student learning. 1.3 Uses assessment and evaluation results to develop appropriate interventions for students, families, schools, and communities. 1.4 Develops long and short-term intervention plans consistent with curriculum; students' needs, strengths, diversity, and life experiences; and social and emotional factors. 1.5 Uses a variety of appropriate formal and informal tools and techniques, including observations and interviews, to evaluate the progress and performance of students and families. 2. Direct Services/Service Delivery Uses knowledge and understanding of the reciprocal influences of home, school, and community to intervene for student success via such practices as assessment, crisis intervention, home visits, conflict resolution, individual and group counseling, consultation, program development, dropout prevention, and coordination of schools and community services. 2.1 Promotes services to student and their families to be provided within the context of multicultural understanding and competence that enhances families' support of students' learning experiences. 2.2 Provides services to students in ways that build upon individual strengths and offer students maximum opportunities to participate in the planning and direction of their own learning experience. 2.3 Develops and provides training and educational programs that address the goals and mission of the educational institution. 3. Advocacy Advocates for appropriate services for students and their families. 3.1 Advocates and facilitates change that effectively responds to the needs of students, families, and school systems using appropriate statutes, case law, policies, and procedures. 3.2 Promotes services to students and their families to be provided within the context of multicultural understanding and competence that enhance families' support of students' learning experiences. 3.3 Assists students and their families in gaining access to formal and informal community resources. 3.4 Utilizes research and technologies to assist students, families, schools, and communities. 4. Consultation and Collaboration Consults and collaborates with stakeholders on behalf of students and their families. 4.1 Consults with stakeholders to facilitate an understanding of factors in the home, school, and community that affect students' educational experience. 4.2 Consults on such issues as attendance, confidentiality, ethnicity and diversity, mental health, behavior management, discipline, crisis intervention, and child abuse and neglect. 4.3 Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams with the unique contribution of bringing home, school, and community perspectives to the interdisciplinary process. 4.4 Works with individuals, groups, and organizations that have diverse interests to develop programs or systems of care that support and enhance the health, social, and emotional well-being and safety of students. 4.5 Promotes collaboration among community health and mental health service providers and facilitates student access to these services. 4.6 Uses extensive knowledge of community resources, enabling the school social worker to play a critical role in facilitating the provision of community services in school. 4.7 Helps to build effective school-community teams and orients community providers to school climate, structure, and the laws and regulations governing practice in educational settings. 5. Program Planning, Implementation, and Evaluation Effectively plans, implement,s and evaluates programs that promote student and family success. 5.1 Applies knowledge of environmental factors in planning programs. 5.2 Conducts individual and/or system-wide surveys to assess the school and/or community needs. 5.3 Plans school and/or system-wide programs to promote a safe, healthy, caring school climate that fosters academic success. 5.4 Assists the school and community in planning programs that alleviate situations that may interfere with the learning process of students. 5.5 Assists in the evaluation of effective departmental, school-based, system, community, and state-wide programs. 6. Accountability Advocates, facilitates, and contributes to School Social Work accountability for outcomes aligned with local, state, and federal policies and guidelines. 6.1 Conforms to the National Association of Social Work Code of Ethics and Standard for School Social Work practice. 6.2 Maintains accurate case records and documentation. 6.3 Maintains current knowledge of and abides by federal and state laws and regulations with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and students' and parents' rights. 6.4 Organizes time, resources, energy, and workload in order to meet responsibilities. 6.5 Evaluates own practice and disseminates the findings to consumers, schools, the community, and the profession in order to maximize the effectiveness of services and resources provided to students to indicate that by evaluating one's practice, more effective services and resources will be provided. 6.6 Participates in appropriate professional development activities to improve knowledge and skills. TERMS OF EMPLOYMENT Full-time for ten (10) months Salary based on state and local salary schedules

CTE-Career & Technical Education/Teacher-CTE Date Available: 10/08/2025 Position Number:Assignment Type:Position Term:365273Full-Time11 Month FTE:Classification:Salary or Hourly Rate:1.0CertifiedBased on State and Local Salary SchedulesContact Name: Dr. Gloria Woods-Weeks Contact Phone Number: ************** Contact Email Address: gloria_********************* Attachment(s): * CTE PLTW Teacher-Coordinator.pdf

TBD Additional Information: NATURE OF WORK Under the general supervision of the School Principal, to maximize the learning experience of students with hearing impairment, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. MINIMUM TRAINING AND EXPERIENCE Required to hold state certification in Hearing Impaired (license code 88088) and designated as "highly qualified." PERFORMANCE RESPONSIBILITIES * Develops and implements direct special education instruction through an instructional plan to students identified as Deaf/Hard of Hearing which is compatible with the school, district-wide curricular goals and the students' Individual Education Program ("IEP") * Responsible for the development of Individual Education Programs (IEPs) for students who are Deaf/Hard of Hearing * Responsible for the implementation of IEPs for students who are Deaf/Hard of Hearing * Responsible for using diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed. * Responsible for completing appropriate diagnostic assessments for students who are Deaf/Hard of Hearing to evaluate for language development, listening skills, self-advocacy skills etc. * Employs a variety of teaching methods to meet students' needs, including the adaptation or development of materials. * Provide instruction connected to the Extended Content Standards for students who are Deaf/Hard of Hearing to ensure students are holistically developing all skills needed to become successful in the school setting and the postsecondary setting of their choice. * Communicates with parents regarding their children's educational progress via periodic written progress reports. * Acts as a case coordinator for assigned students. * Consults with community care-givers, school support professionals, and parents to better understand and meet students' needs. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability coordinate hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Does not require the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone. KNOWLEDGE, SKILLS, AND ABILITIES * Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs. * Knowledge of differentiated instruction based upon student learning styles. * Knowledge of data information systems, data analysis and the formulation of action plans. * Knowledge of applicable federal and state laws regarding education and students. * Ability to use computer network system and software application, as needed. * Ability to organize and coordinate work. * Ability to communicate effectively with students and parents. * Ability to engage in self-evaluation with regard to performance and professional growth. * Ability to establish and maintain cooperative working relationships with other contracting in the course of work. TERMS OF EMPLOYMENT Full-time for ten (10) months Salary based on state and local salary schedules DISCLAIMER The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

TBD Additional Information: REPORTS TO: Director of Exceptional Children and Academically/Intellectually Gifted Programs or Designee (i.e. Lead School Psychologist) PURPOSE: School psychologists help students succeed academically, socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. DUTIES AND RESPONSIBILITIES 1. FOUNDATIONS OF SCHOOL PSYCHOLOGY: Professional Legal, Ethical, and Professional Practice * Practice in ways that meet all appropriate ethical, professional, and legal standards. Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services. * Maintain confidentiality of student records and information. * Use technology in ways that are consistent with ethical and responsible professional practice. Student Diversity in Development and Learning * Recognize issues of diversity that affect routine interactions with other people and organizations. * Modify or adapt routine practice to effectively meet these diverse needs. * Demonstrate sensitivity and skills needed to work with families,students, and staff from diverse cultures and backgrounds. Information Technology * Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis. * Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level. Research and Program Evaluation * Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery. * Collect, analyze, and interpret program evaluation data in applied settings. * Evaluate the effectiveness of school-based intervention plans. School Systems Organizational Change, Policy Development, and School Climate * Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs. * Demonstrate knowledge and leadership when assisting in the development of school policy that impacts student learning and safety. * Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom interventions. II. PROFESSIONAL PRACTICE COMPETENCIES School Psychologist: Home/School/Community Collaboration * Use empirically supported strategies to design, implement, and evaluate effective policies. * Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students. * Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services. Enhancement of Student Wellness, Social Skills, and Life Competencies * Demonstrate knowledge regarding the social, affective, and adaptive domains of child development. * Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs. Enhancement of Student Cognitive and Academic Skills * Help schools develop challenging, but achievable, cognitive and academic goals for all students. * Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develop interventions to achieve these goals. * Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. * Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student. Systems-Based Service Delivery * Provide leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued. Data-Based Decision Making and Accountability * Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data. * Apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting). Consultation and Collaboration * Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting. * Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate. Prevention, Early Intervention, and Crisis Management * Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g., programs to address bullying,school violence, and school safety). * Have knowledge of universal screening, as well as early reading and math literacy. * Participate in designing prevention and intervention methods to address programs that influence student learning. Group and Individual Counseling Techniques * Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate). * Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students. Promoting Safe and Effective Learning Environments * Participate in planning and/or implementation of school or system-level crisis response. * Identify resources and coordinate services with other professionals and/or agencies to address students' behavioral, affective, or social needs. ADDITIONAL JOB FUNCTIONS: Performs other duties as assigned. MINIMUM TRAINING AND EXPERIENCE 60 hour Master's degree in school psychology from an approved school psychology training program plus a one year internship providing psychological services; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities. SPECIAL REQUIREMENTS Must be certified as a school psychologist by the State of North Carolina. Must possess a valid North Carolina driver's license. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 80 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to assistants or subordinates. Language Ability: Requires the ability to read a variety of correspondences, reports, forms, manuals, etc. Requires the ability to prepare correspondence, reports, forms, records, proposals, appraisals, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including psychological terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of descriptive statistics and statistical theory. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.). Must be able to communicate via telephone. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of federal, state and local policies and procedures regarding psychological services. Considerable knowledge of psychological services appropriate for school age children. Considerable knowledge of appropriate actions to be taken in emergency situations. Considerable knowledge of the current literature, trends, methods and developments in the area of school psychological services. General knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations. General knowledge of the principles of supervision, organization and administration. Ability to interpret student behavior, system policies and state procedures. Ability to coordinate large programs. Ability to develop, counsel and support staff. Ability to evaluate the effectiveness of programs and make recommendations for improvements. Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs. Ability to maintain complete and accurate records and to develop meaningful reports from them. Ability to effectively express ideas orally and in writing. Ability to establish and maintain effective working relationships as necessitated by work assignments. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Athletics/Activities Date Available: 11/17/2025 Assignment Type:Position Term:FTE:TemporarySeasonalPT Hours:Classification:Salary or Hourly Rate:VaryClassifiedDPS Athletic StipendContact Name: Shlisa Stackhouse Contact Phone Number: ************** X66445 Contact Email Address: shlisa_********************

08/18/2025 Additional Information: NATURE OF WORK To provide support to the teacher in the instruction of students. A wide variety of technical and clerical tasks are performed to support the teacher in the teaching-learning process for students. The second aspect of this job is bus driving in which under general supervision, it is expected that an employee operate a school bus on assigned route(s) and schedule to provide safe and efficient transportation to students of the school system. MINIMUM TRAINING AND EXPERIENCE A High School diploma and one of the following is required: 48 Semester Hours, or an Associates Degree, or Workkeys Completed + (2 College Courses, or 96 Contact Hours). Employee should also have some experience in driving large vehicles with some experience transporting humans preferred; or any equivalent combination of training and experience which provides the required skills, knowledge and abilities. PERFORMANCE RESPONSIBILITIES * Assists teacher with executing instruction and evaluating its effectiveness. * Monitors student behavior and helps maintain discipline in the classroom; records time out and in-class suspension; assists with crisis prevention; restrains students as needed. * Monitors the safety and well-being of students; monitors student attitudes and encourages self-esteem; assists students with becoming increasingly independent. * Assists students with learning; reinforces and clarifies instructions; conducts short sessions on improving study skills; provides one-on-one assistance as needed. * Operates the assigned school bus on the route(s) and schedule. * Obeys all traffic laws and school bus regulations while operating the school bus. * Performs required post-trip inspection, to detect students who may still be on board the school bus asleep or incapacitated and to detect any other irregularities or vandalism to the bus interior. * Observes all safety regulations and standards for school buses. This includes cleaning the school bus and evacuating students quickly in the event of an emergency. * Maintains discipline of students assigned to ride the school bus. Establishes a discipline plan that is consistent with school disciplinary objectives, as stated by the principal, and which provides a clear, progressive plan of consequences for students who cause disciplinary problems and rewards for those who maintain proper school bus safety standards. * Secures the assigned bus before leaving the vehicle at the conclusion of a run or route. This includes parking the vehicle properly, making a visual inspection of the bus to check for damage and the possibility of remaining passengers, and securing all windows and doors to protect the interior of the vehicle. * Maintains acceptable relationships with parents/guardians of students transported and with school personnel. * Performs other related tasks as required. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work. Must be physically able to operate a school bus. Must be able to quickly decelerate the bus and firmly apply the brake in an emergency situation. Must be able to turn the steering wheel of the vehicle rapidly in an emergency situation. Must be able to begin in a seated position with seat belt fastened, parking brake released, and engine running, secure the bus (parking brake set, key removed), rise from the seat, exit through the rearmost emergency exit, and be in position to assist passengers in exiting the bus within 20 seconds. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors, and communicating information and instructions to students and other persons. Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages. Requires the ability to utilize mathematical formulas; to add and subtract totals. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Requires the ability to coordinate hands and eyes rapidly and accurately in operating a school bus. Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Requires the ability to handle a variety of items, school bus equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Requires the ability to recognize the colors of traffic signals and devices showing standard red, green, and amber. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress. Physical Communication: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Requires sufficient hearing ability to distinguish warning sounds made by horns, screeching tires, sirens, grade-crossing alarms or train whistles. Hearing a forced whispered voice in the better ear at a distance of five feet is considered adequate hearing. Must be able to communicate via telephone. KNOWLEDGE, SKILLS, AND ABILITIES * General knowledge of activities performed by lead teacher * General knowledge of daily routines of the classroom * General knowledge of student handbook rules * General knowledge of procedures to follow in the event of an emergency * General knowledge of the principles of organization and administration * Some knowledge of the curriculum for the grade * Ability to motivate students * Ability to perform general clerical duties. * Ability to maintain order and discipline in a classroom * Ability to maintain a clean and orderly environment * Ability to understand and follow oral and written instructions * Considerable knowledge of safe and efficient practices and procedures used in the operation of a school bus * Considerable knowledge of traffic laws and school bus regulations * Considerable knowledge of safety regulations and standards for school buses * General knowledge of Transportation Department Operating Instructions * Ability to physically inspect the bus according to Transportation Department Operating Instructions TERMS OF EMPLOYMENT Full-time for ten months Salary: Grade 56 (Certified TAs move up 8 steps) DISCLAIMER The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

TBD Additional Information: NATURE OF WORK Under general supervision, operates a school bus on assigned route(s) and schedule to provide safe and efficient transportation so that students may enjoy the fullest possible advantage from the programs and offerings of the school system. Work involves performing pre-and post-trip inspections of the bus; operating a bus; obeying all traffic laws and school bus regulations while operating the bus; observing all safety regulations and standards for school buses; and maintaining discipline of students assigned to ride the bus. Employee is also responsible for completing all required reports and securing the assigned bus before leaving the vehicle at the conclusion of a run or route. Employee must exercise tact and courtesy in maintaining acceptable relations with parents/guardians of students transported and with school personnel. MINIMUM TRAINING AND EXPERIENCE High School diploma or equivalent is required as well as some experience driving large vehicles with some experience in transporting humans preferred; or any equivalent combination of training and experience which provides the required skills, knowledge and abilities. PERFORMANCE RESPONSIBILITIES * Performs required pre-trip and post-trip inspections and document inspections as required by Transportation Department Operating Instructions for bus drivers. Reports mechanical defect(s) or failure(s) to either the Zone Transportation Supervisor, the Zone Routing Specialist, the mechanic on-duty at the bus parking site or the school bus garage control center. In the event the assigned school bus is declared unfit for service, performs pre- and post-trip inspections on substitute school bus. * In accordance with Transportation Department Operating Instructions for bus drivers, performs required post-trip inspection, to detect students who may still be on board the school bus asleep or incapacitated and to detect any other irregularities or vandalism to the bus interior. * Operates the assigned school bus on the route(s) and schedule provided by the Zone Transportation Supervisor. * Reports to the Zone Transportation Supervisor, on the day of occurrence, any students added to or deleted from the route by the school principal which will necessitate a change in the route, bus stops and/or schedule. * Obeys all traffic laws and school bus regulations while operating the school bus. * Observes all safety regulations and standards for school buses. This includes clearing the bus and evacuating students quickly in the event of an emergency. * Has a copy of the current Handbook for the School Bus Driver and the Safety Assistant/ refers to it periodically for guidance and to answer questions. * Maintains discipline of students assigned to ride the school bus. Establishes a discipline plan that is consistent with school disciplinary objectives, as stated by the principal, and which provides a clear, progressive plan of consequences for students who cause disciplinary problems and rewards for those who maintain proper school bus safety standards. * Reports undisciplined students to the responsible school principal. * Discharges students only at the authorized school or bus stop locations. * Transports only authorized students. * Keeps the school bus clean and free of papers, bottles, cans, food wrappers and other items which may present a safety problem. * Reports all accidents as required by Transportation Operating Instructions and remains at the scene of the accident until released by the on-scene transportation supervisor. * Completes personal time card and required reports, including reports required in the event of an accident or incident aboard the school bus. * Remains in charge of all students aboard the bus at the time of an accident, determining the existence and extent of any injuries and maintaining the safety of all passengers. * Secures the assigned bus before leaving the vehicle at the conclusion of a run or route. This includes parking the vehicle properly, making a visual inspection of the bus to check for damage and the possibility of remaining passengers (replace All-Out Flag or turn off child reminder alarm), and securing all windows and doors to protect the interior of the vehicle. * Maintains acceptable relationships with parents/guardians of students transported and with school personnel. * Performs other work related tasks as required. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be physically able to operate a school bus. Must be able to quickly decelerate the bus and firmly apply the brake in an emergency situation. Must be able to turn the steering wheel of the vehicle rapidly in an emergency situation. Must be able to begin in a seated position with seat belt fastened, parking brake released, and engine running, secure the bus (parking brake set, key removed), rise from the seat, exit through the rearmost emergency exit, and be in position to assist passengers in exiting the bus within 20 seconds. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information in an effective manner. Includes receiving instructions, assignments and/or directions from superiors, and communicating information and instructions to students and other persons. Language Ability: Requires the ability to read correspondence, reports, instructions, etc. Requires the ability to prepare correspondence, reports, etc., using proper format. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract totals. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in operating a school bus. Manual Dexterity: Requires the ability to handle a variety of items, school bus equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to recognize the colors of traffic signals and devices showing standard red, green, and amber. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress. Physical Communication: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing - perceiving nature of sounds by ear). Requires sufficient hearing ability to distinguish warning sounds made by horns, screeching tires, sirens, grade-crossing alarms or train whistles. Hearing a forced whispered voice in the better ear at a distance of five feet is considered adequate hearing. KNOWLEDGE, SKILLS, AND ABILITIES * Considerable knowledge of safe and efficient practices and procedures used in the operation of a school bus * Considerable knowledge of traffic laws and school bus regulations * Considerable knowledge of safety regulations and standards for school buses * General knowledge of Transportation Department Operating Instructions * Ability to physically inspect the bus according to Transportation Department Operating Instructions * Ability to detect and report observable mechanical defects or failures on the school bus * Ability to maintain discipline of students assigned to ride the school bus * Ability to maintain a clean school bus * Ability to complete required reports * Ability to understand and follow oral and written instructions * Ability to exercise independent judgment and initiative in applying standards to a variety of work situations * Ability to exercise tact and courtesy in contact with parents/guardians or students and with school personnel * Ability to establish and maintain effective working relationships as necessitated by work assignments * Performs other work-related tasks as required TERMS OF EMPLOYMENT Part-time for ten months Salary is based on experience with a range of $15/hour to $18/hour. Attendance incentive of $3.00 / day is also provided for perfect attendance during the reporting period. DISCLAIMER The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

Athletics/Activities Date Available: 07/01/2026 Assignment Type:Position Term:FTE:TemporarySeasonalPT Hours:Classification:Salary or Hourly Rate:VaryClassifiedDPS Athletic StipendContact Name: James Lickliter Contact Phone Number: ************ Contact Email Address: james_*******************

Child Nutrition Services Date Available: 07/01/2025 Assignment Type:Position Term:FTE:Part-Time10-Months.5 Classification:Salary or Hourly Rate: ClassifiedStarting at $17/HR Contact Name: Robin Jamison Contact Phone Number: ************ X26233 Contact Email Address: robin_*****************

Athletics/Activities Date Available: 07/01/2025 Position Number:Assignment Type:Position Term:A01312Part-Time12 MOE FTE:Classification:Salary or Hourly Rate:.5ClassifiedDPS Athletic StipendContact Name: Sara Huckbody Contact Phone Number: ************ Contact Email Address: sara_******************

TBD Additional Information: NATURE OF WORK An employee in this class performs a variety of duties in the direct supervision of the food service program in one or more schools. Tasks are performed according to established guidelines and procedures. The employee is expected to resolve most problems that arise in the operation of a school cafeteria. Errors by the employee may result in serious disruption of the food service or loss of time and money. The employee receives general supervision. The employee directly supervises other employees in the school cafeteria. MINIMUM TRAINING AND EXPERIENCE High school diploma and two years experience in commercial or institutional food service, preferably in a school setting, or an equivalent combination of education and experience. PERFORMANCE RESPONSIBILITIES * Schedules work to be done. * Follows planned menus with occasional substitutions as allowed. * Applies prescribed quality standards and quantity controls. * Observes food preparation and line service to assure quality and proper presentation of food. * Displays food to reflect school and seasonal activities. * Plans use of left-over foods. * Orders the correct quantity of food and supplies as needed. * Verifies cost, quantity, and quality of items received. * Advises supervisor concerning improper quality/condition of items received. * Follows established procedures for communicating students balances and collections of student charges. * Sets up and ensures proper storage of all items according to prescribed standards. * Inventories items according to the established system. * Rotates stock in a timely manner. * Oversees the use of equipment. * Requests repairs and replacement of equipment as needed. * Maintains a constant check of conditions of sanitation and safety and makes needed corrections. * Oversees use of facility by other groups. * Assigns work to staff. * Maintains timesheets and leave request records. * Provides on-the-job training in equipment use and care, food production and presentation, sanitation, storage, and recordkeeping. * Evaluates the performance of each employee. * Counsels employees to maintain productive working relationships. * Recommends hiring and disciplining of employees. * Conducts staff meetings. * Prepares purchase records and reports. * Follows guidelines screening Free and Reduced applications. * Submits reports on a timely basis. * Develops and implements cleaning schedule. * Enforces employee sanitation procedures. * Enforces dress/personal hygiene codes. * Follows established procedures to avoid food contamination. * Provides information on food service programs to students, parents, and school staff. * Responds to customer concerns and complaints. * Assists in the planning and production of special functions involving child nutrition programs. * Attends workshops, classes, lectures, etc. as directed to enhance and maintain knowledge of food services. * Physical demand requirements are in excess of those for Sedentary Work. Light Work usually requires talking or standing to a significant degree. * Performs other work related tasks as required. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be physically able to operate a variety of automated office machines including computers, calculators, ovens and stoves, meat slicers, shredders, can openers, kitchen utensils, etc. Must be able to exert up to 80 pounds of force occasionally, up to 30 pounds of force frequently and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Requires an ability to read a variety of correspondence, reports, forms, market orders, program applications, etc. Requires the ability to prepare correspondence, reports, forms, purchase orders, etc. using prescribed format and conforming to all rules of punctuation, grammar, and style. Language Ability: Requires the ability to read a variety of correspondence, menus, etc. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Requires the ability to apply rational systems to solve practical problems, and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written and oral form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using kitchen equipment. Manual Dexterity: Requires the ability to handle a variety of items such as kitchen equipment. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) KNOWLEDGE, SKILLS, AND ABILITIES * Considerable knowledge of food preparation and standards of sanitation and safety. * Ability to quickly learn USDA meal pattern requirements and to identify student food choices that meet the requirements for reimbursable meals. * Ability to calculate simple recipe extensions.Working knowledge of basic arithmetic. * Skill in the use of food preparation equipment. * Ability to complete basic records and logs. * Ability to develop schedules for the use of personnel and material resources. * Ability to train personnel in equipment use and care, food production and presentation, sanitation, storage, and recordkeeping. * Ability to coordinate various activities in the preparation and serving process. * Ability to inventory and record information accurately. * Ability to comprehend and apply written and verbal guidelines and directions, and explain these to others. * Ability to follow established policies and procedures. * Ability to follow HACCP guidelines. * Ability to calculate correct change for a monetary transaction. * Ability to set priorities and allocate time so that tasks are completed and deadlines are met in a timely manner. * Ability to establish and maintain positive working relationships. TERMS OF EMPLOYMENT Salary: Full-time for ten months School Nutrition Manager I (0-400 Students): Grade CCS16 School Nutrition Manager II (401-800 Students): Grade CCS17 School Nutrition Manager III (801+ Students): Grade CCS18 DISCLAIMER This specification has been designed to represent the general nature and level of work found in positions in this class. As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

Athletics/Activities Date Available: 02/23/2026 Assignment Type:Position Term:FTE:TemporarySeasonalPT Hours:Classification:Salary or Hourly Rate:VaryClassifiedDPS Athletic StipendContact Name: Isaiah Jones Contact Phone Number: ************ Contact Email Address: isaiah_***************

TBD Additional Information: NATURE OF WORK To provide support to the teacher in the instruction of students. A wide variety of technical and clerical tasks are performed to support the teacher in the teaching-learning process for students. The second aspect of this job is bus driving in which under general supervision, it is expected that an employee operate a school bus on assigned route(s) and schedule to provide safe and efficient transportation to students of the school system. MINIMUM TRAINING AND EXPERIENCE A High School diploma and one of the following is required: 48 Semester Hours, or an Associates Degree, or Workkeys Completed + (2 College Courses, or 96 Contact Hours). Employee should also have some experience in driving large vehicles with some experience transporting humans preferred; or any equivalent combination of training and experience which provides the required skills, knowledge and abilities. PERFORMANCE RESPONSIBILITIES 1. Assists teacher with executing instruction and evaluating its effectiveness. 2. Monitors student behavior and helps maintain discipline in the classroom; records time out and in-class suspension; assists with crisis prevention; restrains students as needed. 3. Monitors the safety and well-being of students; monitors student attitudes and encourages self-esteem; assists students with becoming increasingly independent. 4. Assists students with learning; reinforces and clarifies instructions; conducts short sessions on improving study skills; provides one-on-one assistance as needed. 5. Operates the assigned school bus on the route(s) and schedule. 6. Obeys all traffic laws and school bus regulations while operating the school bus. 7. Performs required post-trip inspection, to detect students who may still be on board the school bus asleep or incapacitated and to detect any other irregularities or vandalism to the bus interior. 8. Observes all safety regulations and standards for school buses. This includes cleaning the school bus and evacuating students quickly in the event of an emergency. 9. Maintains discipline of students assigned to ride the school bus. Establishes a discipline plan that is consistent with school disciplinary objectives, as stated by the principal, and which provides a clear, progressive plan of consequences for students who cause disciplinary problems and rewards for those who maintain proper school bus safety standards. 10. Secures the assigned bus before leaving the vehicle at the conclusion of a run or route. This includes parking the vehicle properly, making a visual inspection of the bus to check for damage and the possibility of remaining passengers, and securing all windows and doors to protect the interior of the vehicle. 11. Maintains acceptable relationships with parents/guardians of students transported and with school personnel. 12. Performs other related tasks as required. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work. Must be physically able to operate a school bus. Must be able to quickly decelerate the bus and firmly apply the brake in an emergency situation. Must be able to turn the steering wheel of the vehicle rapidly in an emergency situation. Must be able to begin in a seated position with seat belt fastened, parking brake released, and engine running, secure the bus (parking brake set, key removed), rise from the seat, exit through the rearmost emergency exit, and be in position to assist passengers in exiting the bus within 20 seconds. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors, and communicating information and instructions to students and other persons. Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages. Requires the ability to utilize mathematical formulas; to add and subtract totals. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Requires the ability to coordinate hands and eyes rapidly and accurately in operating a school bus. Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Requires the ability to handle a variety of items, school bus equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Requires the ability to recognize the colors of traffic signals and devices showing standard red, green, and amber. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress. Physical Communication: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Requires sufficient hearing ability to distinguish warning sounds made by horns, screeching tires, sirens, grade-crossing alarms or train whistles. Hearing a forced whispered voice in the better ear at a distance of five feet is considered adequate hearing. Must be able to communicate via telephone. KNOWLEDGE, SKILLS, AND ABILITIES * General knowledge of activities performed by lead teacher * General knowledge of daily routines of the classroom * General knowledge of student handbook rules * General knowledge of procedures to follow in the event of an emergency * General knowledge of the principles of organization and administration * Some knowledge of the curriculum for the grade * Ability to motivate students * Ability to perform general clerical duties. * Ability to maintain order and discipline in a classroom * Ability to maintain a clean and orderly environment * Ability to understand and follow oral and written instructions * Considerable knowledge of safe and efficient practices and procedures used in the operation of a school bus * Considerable knowledge of traffic laws and school bus regulations * Considerable knowledge of safety regulations and standards for school buses * General knowledge of Transportation Department Operating Instructions * Ability to physically inspect the bus according to Transportation Department Operating Instructions TERMS OF EMPLOYMENT Full-Time 10-months The term of this position is from the actual start date through the conclusion of the 2025-2026 school year. DISCLAIMER The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

Child Nutrition Services Date Available: 07/24/2025 Assignment Type:Position Term:FTE:Full-Time10 MOE1.0 Classification:Salary or Hourly Rate: ClassifiedNC06 Contact Name: Robin Brooks Contact Phone Number: ************ X29027 Contact Email Address: robin_**************** Attachment(s): * SNS Manager.pdf

Certified Instructional Support Staff/Specialist Date Available: 01/22/2025 End Date:Assignment Type:Position Term:Grant Funded Position scheduled to end September 30, 2029Full-Time12-Months FTE:Classification:Salary or Hourly Rate:1.0CertifiedBased on State and Local Salary ScheduleContact Name: Kengie Bass Contact Email Address: kengie_************** Attachment(s): * MSAP Grant CS Job Description Template.docx (1).pdf

Athletics/Activities Date Available: 11/06/2025 Assignment Type:Position Term:FTE:TemporarySeasonalPT Hours:Classification:Salary or Hourly Rate:VaryClassifiedDPS Athletic StipendContact Name: Robert Duncan Contact Phone Number: ************ X65414 Contact Email Address: robert_****************

Community Ed Date Available: 01/05/2026 Assignment Type:Position Term:FTE:Part-Time10-Months1.0 Hours:Classification:Salary or Hourly Rate:VaryClassified$20.56/hour Contact Name: Celeste Edwards Contact Phone Number: ************ Contact Email Address: celeste_***************** Attachment(s): * CommunityED Manager.pdf