Erie 2-Chautauqua-Cattaraugus BOCES Part Time jobs - 68 jobs

Job Description Primary Location Dubois K-12 School Salary Range Please see our Salary Schedule Shift Type Part-Time

is open until filled Part time employment would be considered Teacher for the Deaf and Hard of Hearing Purpose Statement Provides direct instruction and support to students eligible for deaf/hard of hearing services, according to the individual education plan (IEP). Manages a caseload of school aged students (K-12). Travels within Campbell County School District (CCSD) to provide services. Essential Functions Maintains professional rapport and communicates effectively (orally and in writing) with district personnel, students, and parents. Provides direct instructional services to school aged students (K-12) according to the students' IEP in the least restrictive environment. Collects data for progress monitoring while using this information to drive instruction. Performs listening checks of various types of hearing aids, cochlear implants, and Digital Modulation Systems (DMS) and Frequency Modulation Systems (FMS), as needed. Works with audiologists and school staff to ensure students with hearing loss have consistent auditory access within the school environment. Provides in-service training that focuses on amplification and students' accommodations for school personnel. Assesses students who are Deaf or Hard of Hearing and collaborates with school teams regarding Special Education decisions. Enhances knowledge through completion of professional development training. Adheres to deadlines (IEP documents, progress reports, etc.) Stays abreast of current practices related to Education of the Deaf. Performs other related duties, as assigned. Other Functions Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Knowledge, Skills, and Abilities Required: Considerable knowledge of how to assess and teach language development to include grammar, vocabulary, phonemic awareness, and auditory skills; Considerable understanding of the process of typical language development; Knowledge of audiograms and the impact of hearing loss on auditory, language, and literacy development; Knowledge of various amplification systems; Knowledge of, and experience in, conducting formal and informal assessments used to evaluate the development of vocabulary, language, and auditory skills for students who are Deaf or Hard of Hearing; Ability to interpret formal and informal assessments (in the areas of vocabulary development, language development and auditory development) and use the data in developing IEPs, including goals and objectives, accommodations/modifications, and services; Ability to collaborate and maintain effective working relationships with general education teachers, special education teachers, building level and district level administration, and other stakeholders; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships and competent interpersonal skills with team members, staff, teachers, support staff, administration, parents, interpreters, and other community representatives. Education, Training, and Experience Certification and Licenses Hold or be qualified to hold a Wyoming Professional Educator's License in Deaf Education (K-12); Must hold and maintain a valid driver's license Experience: Job related experience is required. Education (Minimum): Bachelor's degree in job-related area. Required Testing: None Specified Continuing Educ. / Training: None Specified FLSA Status: Exempt Clearances: None Specified Approval Date: Revised Date: Salary Grade:

Daycare/Daycare Assistant Date Available: When Filled Additional Information: Show/Hide Sweetwater County School District Number One Part-Time Daycare Assistant Job Title: Part-Time Daycare Assistant Reports To: Director of Daycare Terms of Employment: Months Per Year: __10_ Part Time _X__(29 hours weekly) Salary Classification: Paraprofessional IV salary schedule, P-IV - $22.50 Nature and Scope of Job: The purpose of the Daycare (child care) Assistant is to assist and cooperate in a supportive role and provide the highest quality of supervision in a safe and healthy learning environment for all children. Daycare assistants promote the health, safety, welfare, nutrition and education of all children in the Early Childhood Education Program. Job Functions: The Daycare Assistant will assist the daycare in providing a learning environment and facilitating experiences for the children to develop socially, cognitively, physically and emotionally within developmentally appropriate practices. The Daycare Assistant supports the daycare in working directly with the children on a daily basis, interacting and modeling desired behaviors for the children. The Assistant will involve and support the parents in meaningful ways and appreciate the importance of parent involvement. The Daycare Assistant will share the responsibility of caring for all daycare children and other duties as assigned. Essential Functions: * Assist in the daycare classroom. * Possess and demonstrate a strong working knowledge of daycare procedures and standards as well as other District policies and licensing regulations. * Model enjoyment, humor, and enthusiasm for caregiving and help children enjoy their time at the center and support routines and learning. * Facilitate, in conjunction with the daycare director/principal, in the daycare and implement curriculum, which reflects mandated elements and components, parental and cultural influences, and promotes the social, emotional, physical and cognitive development of all children. * Under the direction of the daycare director/principal in the daycare, assist in creating weekly/daily plans addressing individual needs/goals for children. Provide a comprehensive safe and healthy learning environment for all children. * Assist in guiding and facilitating activities of the children, including: daily activities, routines and play, selecting and arranging materials in the classroom. * Follow a consistent schedule, which may include small and large group experiences, work time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities. * Assist the daycare director/principal in maintaining a comprehensive and ongoing portfolio assessment for each child, including weekly/daily observations in each area, examples of the child's food, play, and a developmental assessment. * Set goals for each child's individual development and to document/discuss progress. * Document attendance and all activities and submit to the appropriate staff, any prescribed forms consistently, correctly, and promptly. * Complete and submit required forms and records in a timely and accurate fashion; daily schedule, time approvals, meal reports, etc. * Feed, eat with, and assist children in development of social and self-help skills, and sound nutritional practices. * Guide children's acquisition of social skills. * Under the direction of the daycare assistant/principal, the daycare assistant will be responsible for modeling and supporting positive behavior, health, education, mental health and report social service concerns to the appropriate staff member. * Attend staff training and meetings as requested. * Cooperate with other staff and classroom groups to maintain the smooth functioning of the daycare program, which at times may require changes to meet the needs of the children. * Work with other staff, daycare assistants, and parents to use and develop their skills and abilities in planning and carrying out classroom activities. * Maintain a safe and healthy classroom environment. Assure that classroom equipment, furniture, materials, and supplies are properly cleaned, maintained, and stored. * Use the playground and gym as an extension of the classroom/daycare and assure the playground and gym are safe. * Assure files are complete, accurate, and confidentiality maintained for assigned students. * In consultation with coaching and feedback, develops own professional work goals and training plan. * Possess and maintain licenses and/or certifications required for the position. * Demonstrates regular attendance and punctuality as required of position. * Assists with recruitment of children into Overland Elementary Early Childhood Center. * Perform other duties as assigned. The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position. Other Functions: * Actively communicate with children in a positive way that encourages curiosity, exploration, problem solving and ongoing development of communication skills. * Possess and utilize effective interpersonal skills with children and adults from a variety of socioeconomic backgrounds, abilities, and educational levels, including effective oral and written communications. * Maintains confidentiality of all information concerning students, staff, parent/guardian in any public setting, classroom or area where students or uninvolved staff are involved. * Demonstrate commitment to teamwork. * Project genuine care and sensitivity toward early childhood learning center families. * Develop and maintain supportive and trusting relationships with all parents. * Other duties as assigned. * Employees are held accountable for all duties of this job- Job Qualifications: Knowledge, Skills, and Mental Ability: 1. Adhere to District policies and program/licensure requirements and procedures. 2. Must possess passion for working with children birth to 5 years old and their families. 3. Must possess strong classroom management skills, which include positive behavior supports as well as record keeping and assessment ability. 4. Must possess knowledge of group dynamics and interpersonal skills. 5. Must possess knowledge of psychological, emotional, educational, and behavioral development of children birth to 5 years old. 6. Must possess technological and computer skills. 7. Must possess excellent oral and written communication skills. Read, write, and speak well enough to understand and be understood. 8. Must possess problem solving, flexibility, imagination, patience, reasoning, creativity, judgment, and analytical abilities. Education, License, Certification or Formal Training: Substitute certification through Wyoming Professional Teaching Standards Board (PTSB), preferred Associate degree in early childhood education, child development, or related field or a Child Development Associate Certificate or (CDA). Experience working with birth through elementary-aged children is preferred. Physical Demands: Able to sit and/or stand for extended periods of time. Visual acuity to meet all responsibilities. Hearing acuity to monitor children's overall safety and well-being and facilitate learning. Lower body strength to allow repeated up and down movements while interacting with children. Strength to lift objects that weigh at least 50 pounds and move them more than 50 feet. Flexibility and stamina to fulfill the above responsibilities and to engage children in a wide variety of physical activities, including demonstration of such activities. Environmental Demands: Seasonal fluctuations in building temperature. Possible exposure to blood and bodily fluids. Fluorescent lighting. Daily exposure to a variety of weather conditions, including extremes. High noise level of small children.

Job Description Primary Location Dubois K-12 School Salary Range Please see our Salary Schedule Shift Type Part-Time

is open until filled Part time employment would be considered Teacher- Orientation and Mobility * Certified Purpose Statement Provides itinerant orientation and mobility services to visually impaired students in order to improve mobility and independent functioning. Assesses visually impaired students to determine eligibility for service. Provides consultative service to school staff and parents within the Campbell County School District. Participates in the multi-disciplinary team process and individual educational programming activities for students where relevant. Essential Functions * Participates in the diagnostic and Individualized Education Program (IEP) process for all students suspected of being visually impaired; evaluates students in the areas of orientation and mobility. * Provides training and direct instruction in orientation and mobility techniques and in the use of orientation and mobility materials and devices including visual efficiency skills, utilization of residual vision, concept and sensory development, spatial orientation, familiarization to environments, and utilization of tactile, visual and auditory maps. * Trains students on the necessary skills, which enable them to navigate familiar and unfamiliar environments, including school buildings and facilities, offices, community businesses and public areas; trains students on self-advocacy and how to handle emergencies. * Collaborates with teachers and assists in the development and implementation of the IEP as it relates to orientation and mobility services; works with teachers of the visually impaired to conduct functional vision assessments and learning media assessments as it relates to independent travel. * Develops long-term and short-term goals for each student; monitors student progress and adjusts goals as needed; maintains records of evaluations on student progress. * Works with administrators, teachers, and other educational staff to support the implementation of students' IEPs; collaborates with teachers and other school personnel to develop and implement strategies for students receiving orientation and mobility services. * Designs, implements orientation, and mobility instruction based on assessment and observation of students; collects and maintains data to document and evaluate progress. * Serves as a resource person to special education teachers and other professional/paraprofessional staff members engaged in the delivery of programs and services to visually impaired students. * Keeps abreast of new developments and techniques in orientation and mobility. Other Functions * Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Knowledge * Demonstrated knowledge of: * federal, state and local mandates governing the implementation of special education programs. * laws and regulations that affect orientation and mobility services. * principles, techniques, equipment, and literature used in providing orientation and mobility services. * major theories and intervention strategies with educational implications for students with visual impairments. * effective behavior management skills and training techniques. * how to prepare and use equipment and materials, such as tactile maps, models, optical devices, pre-canes, global positioning system (GPS) devices, and long canes for the development of orientation and mobility skills. * braille, basic orientation, mobility, and adaptive technology skills. * professional resources pertinent to the orientation and mobility profession. * basic principles of learning theories and their implications for orientation and mobility training. * how to plan and conduct orientation and mobility assessments and programs. Ability * Demonstratedability to: * provide effective orientation and mobility training. * develop effective treatment plans and service. * provide for student safety during orientation and mobility instruction and in other environments while fostering maximum independence during orientation and mobility training. * provide orientation of new buildings and class schedules to students with visual impairments as needed. * document progress and relate it to students' goals and objectives. * use assistive technology with students with visual impairments. * appropriately and correctly model orientation and mobility techniques for students, parents, teachers, and other school staff. * maintain accurate records. * assess the effectiveness of activities. * use a personal computer. * understand and follow oral or written directions. * communicate effectively, both orally and in writing. * establish and maintain effective working relationships. Education, Training, and Experience Certificates/Licenses * Possession of a valid Orientation and Mobility Specialist certificate issued by the Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP). OR * Possession of a valid National Orientation Mobility certificate (NOMC) issued by the National Blindness Professional Certification Board. * Other certification considered * Valid driver's license Experience: Job related experience is required. Education (Minimum): Bachelor's degree in job-related area. Required Testing: None Specified Continuing Educ. / Training: None Specified FLSA Status: Exempt Clearances: None Specified Approval Date: Revised Date: Salary Grade:

Information Listing ID: Assignment: Group: Job Type: Grade From: Grade To: Elementary FLS Special Ed: Pay Range: Elementary FLS Special Ed: Employment Type: Elementary FLS Special Ed: Job Descriptions: View Application Deadline: Certified Applicant's Authorization Statement Sublette County School District No. 1 does not discriminate on the basis of race, color, national origin, sex, age, disability, or religion in its programs or activities. Inquiries concerning Title VI, Title IX, Section 504, and ADA may be referred to Sublette County School District No. 1, Civil Rights Coordinator, 665 N Tyler, Pinedale, Wyoming 82941, ************, or the Office for Civil Rights, Region VIII, U.S. Department of Education, Federal Building, Suite 310, 1244 Speer Blvd., Denver, Colorado 80204-03582, ************ or TDD ************, *****************. Years Of Experience * Years worked in this district * Years worked in other WY school districts * Years worked in other states * How many years were part-time? Conditions of Employment * Are you legally eligible for employment in the United States? * Do you currently have certification to work in the State of Wyoming or are you able to obtain certification? * I certify that the answers given herein are true and complete to the best of my knowledge. I authorize the investigation of all statements contained in this application for employment as may be necessary in arriving at an employment decision. I understand that my application will be on file for one (1) calendar year. I understand that it is my responsibility to keep data on my application current during that calendar year. In the event of my employment, I understand that false or misleading information given in my application and/or application documents or in my interview may result in discharge. I also understand that I am required to abide by all rules and regulations of the employer. I authorize Sublette County School District #1 to obtain information about any criminal records I may have. I also authorize all governmental agencies to provide information to Sublette County School District #1 about any criminal record I may have. I verify that all information on this employment application is true and complete. I understand that any misrepresentation, falsification, or omission on this application or other documents submitted to Sublette County School District #1 will be sufficient cause for this application not to be considered by Sublette County School District #1 or for dismissal, if I have been employed. I authorize Sublette County School District #1 to check my references, to obtain information from my prior employers and educational institutions, to take other actions to investigate any information provided in my employment application, and to obtain information relevant to evaluating my qualifications and fitness for a position. I authorize the release of any and all information or records maintained by the Wyoming Department of Family Services. I authorize my listed references, past employers, educational institutions, and anyone else who has information about my work history, education, qualifications, or fitness, to provide such information to Sublette County School District #1. I release Sublette County School District #1 and all persons providing information to Sublette County School District #1 from any liability whatsoever for obtaining and providing that information. I understand that answering yes confirms that I acknowledge and agree to the authorization statement listed above. Skills Questionnaire * Rate yourself in DEALING WITH CONFLICT RESOLUTION on a scale of 1 to 10. * Rate yourself on your IMPLEMENTATION OF EFFECTIVE TEACHING PRACTICES on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH PARENTS on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH STUDENTS on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH SUPERVISORS on a scale of 1 to 10. * Rate yourself on your ATTENDANCE on a scale of 1 to 10. * Rate yourself on your GROWTH POTENTIAL on a scale of 1 to 10. * Rate yourself on your INITIATIVE/MOTIVATION on a scale of 1 to 10. * Rate yourself on your KNOWLEDGE AND UNDERSTANDING OF PLC's on a scale of 1 to 10. * Rate yourself on your KNOWLEDGE AND UNDERSTANDING OF RTI on a scale of 1 to 10. General Questions * Why do you want to work for Sublette County School District #1 and live in Pinedale, Wyoming? * Please complete the self-assessment on the following standard. Include justification of your response in question 3. RECEPTIVITY TO FEEDBACK: Developing - Accepts, with some reluctance, feedback on performance from both supervisors and colleagues. Rarely implements changes to practice. Acknowledges personal and organizational failures when confronted with evidence. Proficient - Accepts feedback from supervisors or colleagues, but changes in practice may be limited or inconsistent. Accomplished - Welcomes feedback form supervisors and/or colleagues when the opportunities arise through professional collaboration. Readily acknowledges personal and organizational failures and offers clear suggestions for personal learning. Distinguished - Seeks out feedback on performance from both supervisors and colleagues. Offers frank acknowledgement of prior personal and organizational failures and clear suggestions for both personal and system learning resulting from those lessons. * Justification for Receptivity to Feedback. * Please complete the self-assessment on the following standard. Include justification of your response in question 5. INCREASING EXPERTISE: Developing - Participates in professional activities to a limited extent. Proficient - Is prepared and engaged in appropriate professional learning opportunities. May participate in professional learning within the school, but inconsistently applies beneficial strategies. Accomplished - Is consistently prepared and highly engaged in professional learning opportunities. Actively seeks professional learning activities within the school, district, and/or other organizations and implements the learning from these opportunities. Distinguished - Contributes to a culture of inquiry by both seeking and sharing effective strategies or professional literature, conducting action research and engaging in collaborative inquiry around problems of practice. * Justification for Increasing Expertise. * Please complete the self-assessment on the following standard. Include justification of your response in question 7. RELATIONSHIPS WITH COLLEAGUES: Developing - Relationships with some colleagues lack collegiality and exhibit minimum to fulfill duties that the school or district requires. Proficient - Maintains professional relationships with colleagues through respectful interactions. Accomplished - Relationships with colleagues are characterized by collaboration, cooperation, and willingness to learn from others. Open to all perspectives when addressing concerns. Distinguished - Relationships demonstrate strong support for others and initiative in addressing issues of concern. Initiates and facilitates collaboration to resolve concerns and further team and school goals. * Justification for Relationships with Colleagues. * Please complete the self-assessment on the following standard. Include justification of your response in question 9. INTEGRITY: Developing - Meets explicit written commitments, sometimes requiring follow up from supervisors. Verbal statements lack the weight of a commitment. Proficient - Meets written commitments and generally fulfills verbal commitments. Seeks clarification appropriately. Clearly communicates obstacles to meeting commitments in a timely fashion. Accomplished - Meets commitments or negotiates where the commitment cannot be met. Verbal commitments have the same weight as written commitments. Distinguished - Meets commitments - verbal, written, and implied, or negotiates exceptions where the commitment cannot be met. Commitments to all students and staff have the same weight as commitments to superiors, board members, or other people with visibility and/or authority. * Justification for Integrity. * Please complete the self-assessment on the following standard. Include justification of your response in question 11. SELF CONTROL: Developing - Occasionally exhibits aggressive, dismissive, or demeaning behaviors leading to a climate in which people are reluctant to raise sensitive issues. Proficient - Is able to keep his/her emotions in check; shows a level of restraint in difficult or challenging situations; demonstrates empathy and respect. Accomplished - Deals with sensitive subjects and/or conflict with dignity and self-control; consistently demonstrates empathy and respect. Distinguished - Consistently demonstrates self-control, even in the most difficult and confrontational situations. Defuses confrontational situations with empathy and respect. * Justification for Self Control. * Please complete the self-assessment on the following standard. Include justification of your response in question 13. RESPECT FOR OTHERS: Developing - Can be dismissive of the importance of the roles or work of others. Generally arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings, with periodic exceptions. Diverse opinions are sometimes welcomed, but this occurs inconsistently. Proficient - Demonstrates respect for each person in the organization and the work he or she does. Arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings. Accomplished - "Demonstrates respect for each person in the organization and the work he or she does. Arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings. Diverse opinions are consistently encouraged, welcomed, and recognized, even when such opinions differ from those of the staff member. Distinguished - Demonstrates respect for each person in the organization and the work he or she does. Effectively manages time and meetings by engaging others in the process, achieving meeting objectives, and beginning and ending on time. Models respect for others by arriving early to all meetings, and consistently encourages, welcomes, and recognizes diverse opinionseven when such opinions differ from those of the leader. * Justification for Respect for Others * Please complete the self-assessment on the following standard. Include justification of your response in question 15. ORGANIZATIONAL COMMITMENT: Developing - Requires some guidance regarding the rules, policies, and procedures established by the district and/or sometimes challenges administrative and policy leadership without bringing those concerns to appropriate administrator or policy authorities. Sometimes avoids or circumvents unpopular policies or directives, or performs them in a perfunctory manner. Proficient - Accepts and implements leadership and policy with fidelity. Addressed concerns through the proper chain of command. Accomplished - Actively acquires knowledge of and adheres to the rules, policies, and procedures established by the district. Accepts and implements leadership and policy with fidelity. Proactively brings concerns to his or her immediate supervisor by articulating disagreements and points of view in the interest of the organization. Distinguished - Proactively brings concerns to his or her immediate supervisor by articulating disagreements and points of view in the interest of the organization, but once the decision is made, fully supports and effectively implements organizational policy and leadership decisions. * Justification for Organizational Commitment. * Are you able to perform the essential functions required of the position for which you are making application, with or without accommodations? If "NO", please explain in question 17. * If you answered "NO" to the previous question, please explain. * Conviction of a crime is not an automatic bar to employment. The district will consider the nature of the offense, the date of the offense, and the relationship between the offense and the position for which you are applying. Moral turpitude is an act of baseness, vileness or depravity in the private and social duties which a person owes another member of society, or society in general, and which is contrary to the accepted rule of right and duty between persons, including but not limited to, theft, attempted theft, attempted murder, murder, rape, swindling, and indecency with a minor. Have you ever been convicted of a felony or any offense involving moral turpitude or has any court received a plea of guilty or a plea of nolo contendere from you? If "YES", please explain in the next question. * If you answered "YES" to the previous question, please explain. * Have you ever been convicted of any felony or sentenced or received a deferred prosecution or probation for any charge, including any crime relating to child abuse or neglect, or any crime relating to sexual abuse of a minor? If "YES", please explain in question 21. * If you answered "YES" to question 20, please explain. * Have you ever been dismissed or asked to resign from any job? If "Yes", please explain in question 23. * If you answered "YES" to the previous question, please explain. * Pursuant to the provisions of W.S. 21-7-401, any person who is hired by Sublette County School District #1 is required to submit to fingerprinting and to provide such other information as is necessary to acquire a national criminal history background check. (Even though you may have submitted to a background check with PTSB, the district will require you to submit to an additional background check for the district.) Will you give the school district your consent to conduct this criminal history background check? * Are you prevented from being lawfully employed in this country because of visa or immigration status? Proof of citizenship or immigration status will be required upon employment. * Check the extra duties for which you are certified and/or are willing to sponsor: * List professional and community activities with which you participate. * List honors you have received as a professional. * List other honors you have received. * List other information about yourself that you would like us to consider. Benefits Certified benefits for employees working 30 hours or more a week: District pays employee and family's portion of Health/Dental Insurance District pays all but 2% of employee's portion of retirement 10 PTO Days per year Sick Leave Bank available 1/2 Tuition Reimbursement Program $50,000 Term Life Insurance paid by the district Accidental Death & Dismemberment Policy paid by the district Long Term Disability Policy paid by the district No State Income Tax Employee Membership to Pinedale Aquatic Center $10,000.00 Stipend if qualified upon Tenure 457(f) plan after 15 years Matching HSA contributions Health Fair Attachments Cover Letter* Resume* Letter of Recommendation 1* Letter of Recommendation 2* Letter of Recommendation 3* Letter of Recommendation 4 (optional) Copy of Certification Transcripts (maybe a copy at this point)* Praxis Scores Additional Attachment 1 (optional) References Teacher Reference: 3 of 5 external references required. Back Sublette County School District No. 1 does not discriminate on the basis of race, color, national origin, sex, age, disability, or religion in its programs or activities. Inquiries concerning Title VI, Title IX, Section 504, and ADA may be referred to Sublette County School District No. 1, Civil Rights Coordinator, 665 N Tyler, Pinedale, Wyoming 82941, ************, or the Office for Civil Rights, Region VIII, U.S. Department of Education, Federal Building, Suite 310, 1244 Speer Blvd., Denver, Colorado 80204-03582, ************ or TDD ************, *****************.

Why Work for Bustard & Jacoby Funeral Home? Service * At every level, our dedicated team members display a strong work ethic and commitment to our core values, respect for the family, the profession, and the individual. * Work with leading experts in the funeral and cemetery profession. Benefits * Financial assistant programs encouraging employees through education and development in industry related subjects. * Robust Health and Welfare Plans, and savings account options, designed to support your personal needs, enhance well-being and help navigate life's challenges. * Rich 401k and Roth Retirement Plan options available for both Full Time and Part Time employees along with a Company Match. * Variety of Vacation, Personal Days and Sick Days based on your role emphasizing the importance of physical and emotional replenishment for our team. * Employee Discounts on services, merchandise, and property to help our team members in their time of need. Culture * We value honesty, courage, integrity, ethical behavior and the development of personal growth. * We are rooted in the communities to provide a personal touch to every family we serve. * We believe in the value of funeral and cemetery service, drawing on decades of experience to create the best experience for our families. Summary/Objective This position is responsible for the care, removal and transport of human remains in accordance with all state, local and company policies and procedures. Essential Functions * Responsible for the transporting of the deceased from hospital, nursing home, residence, prep rooms or embalming facilities to the mortuary or funeral home. * Maintains the transport vehicle is well maintained by being responsible for the maintenance and cleanliness inside/out and adequate supply of Personal Protective Equipment is available in the vehicle. * Performs duties with strict adherence to Edification Policies/Procedures. * Other duties as assigned. Competencies * Communication Proficiency. * Teamwork Orientation. * Detail Orientation. * Thoroughness. * Customer Service Orientation. * Time Management. Required Education, Experience, Certifications and Licensure * High School Diploma or equivalent. * Valid state issued driver's license in good standing and acceptable driving record. Additional Eligibility Qualifications * Attend and perform work in a professional and courteous manner in accordance with the employer's requirements. * Demonstrated willingness to participate in growing market share through community involvement. * Creativity when dealing with client families * Able to read, write and speak English fluently. Bilingual is a plus. * Proficient in Microsoft Office Suite (Outlook, Word, Excel, Access and PowerPoint) preferred * Ability to communicate effectively with internal, as well as external customers, community leaders, and grieving client families. * Ability to empathize with client families and their guests and demonstrate tact and patience in emotionally charged situations. * Tactful and professional when dealing with complaints or dissatisfaction with services or merchandise. * Maintains a positive attitude and working environment through organization and communication. * Ability to simultaneously handle multiple projects, prioritizes tasks, and exercise good judgment. Supervisory Responsibility This position has no direct supervisory responsibilities. Physical Demands and Work Environment The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. * The duties associated with this position are generally performed in an indoor office setting. * Outdoor duties may require exposure to natural elements such as inclement weather, extreme temperatures, uneven ground, dust, gas, and/or fumes. * Equipment used to perform the essential function of this position includes, but is not limited to computer, fax, copier, merchant terminal, multi-line phone system, personal or company owned vehicle. * Employees in this role are regularly required to climb, sit, stand, bend, kneel, and frequently lift up to 75 pounds and may be required to lift up to 100 pounds. * This position may also require reaching, pushing, and pulling. * This position may also be exposed to chemicals and/ or blood borne pathogens. Exposure risk is considered: Low * Overtime is sometimes necessary or required. Travel * This position does not require out of state or overnight travel. * Travel is primarily local occurring during the business day only. Other Duties Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

Princeton Staffing Solutions is partnering with a School District near Thermopolis, WY in need of experienced School Psychologist (SSP) for a local or travel contract position starting ASAP working 37.5 hours per week for the remainder of the 25-26 School Year. The position is for In-Person only. Candidates must be able to hit the ground running and prior school-based experience as a School Psychologist (Psych) is Required . The client is actively interviewing, apply today. Job Type: Contract (W2) School Psychologist Job Duties: o Conduct assessments (intelligence, achievement, functional, behavioral, social, emotional, and curriculum-based assessment) o Interpret results for special education eligibility and individual educational needs o Provide case management and coordination. Crisis intervention when appropriate o Knowledge of state and federal legislation for disabilities o Communicate effectively both orally and in writing, with staff, students and families. o Lead collaboration and integration strategies. o Function as an effective member of the Multi-disciplinary Team. o Experience leading teams in manifestation determinations, functional behavior assessments and behavior intervention plans. o Ability to identify individual student needs and develop effective recommendations for the multi-disciplinary team. License - Education - Certification Requirements: o Minimum of a master's degree in a field related to school psychology o Nationally Certified School Psychologist (NCSP) credential issued by the National Association of School Psychologists (NASP) o State License and/or Educational Certification as required by state requirements Benefits of Working with Princeton Staffing Solutions: o Referral Bonus o Premium Pay Packages (likely we can meet or beat any realistic offer you receive) o Weekly Direct Deposit o Medical, Dental, and Vision insurance (PPO and HMO options with comprehensive coverage at a lower premium than many of the largest agencies) o 401K o Licensure Reimbursement o CEU Reimbursement o Supervision for Clinical Fellows (CF-SLP) (in accordance with ASHA and state guidelines) o Clinical Management Support o Full Time & Part Time Positions o Opportunities Available Nationwide for In-Person, Hybrid, or Tele o Recruiters with extensive industry experience, best in class training and dedication to finding a position that is the right fit for you About Princeton Staffing Solutions Craving an adventure? Ready for the next step in your career journey? Seeking a challenge in a new environment? Travel with Princeton Staffing Solutions. Explore new ways to broaden your horizons, both on the job and off. You deserve an experience that is both professionally rewarding and personally memorable, let us handle the heavy lifting and enjoy the ride! Established in 2016, Princeton Staffing Solutions (PSS) is a premier personnel services organization devoted to matching talented Special Education and Student Support professionals with rewarding Local or Travel contract (W2) opportunities in schools nationwide (Public, Charter, Special Schools). Princeton Staffing Solutions is grateful for the profound impact our providers have supporting children Birth to 21 years of age with Autism Spectrum Disorder, Intellectual Disability, Emotional/Behavioral, Orthopedic Impairment, Speech or Language Impairment, Developmental Delay, Specific Learning Disability, Traumatic Brain Injury, Visual Impairment, Deafness, Hearing Impairment and Multiple Disabilities. When it comes to our valued contract employees we strive to build trusting relationships through transparency, honesty and consistent communication as we partner together to continue accomplishing your career goals. You will always be treated with the utmost respect and appreciation, because the reality is that without you, the ones most negatively impacted are those in greatest need, the students. Witnessing the development of the kids as they learn to navigate their world is a life-changing experience that serves as a constant reminder of just how important your specialized skillset is to pave the way for our future generations to thrive. From the moment you begin your job search with Princeton Staffing Solutions (PSS), your dedicated recruiter is by your side, offering expert guidance and personalized support. Additionally, you will have our clinical management team there to help you acclimate to your position and contribute to your continuous development. Call Princeton Staffing Solutions (PSS) Today if you or Someone You Know is: o Speech-Language Pathologist (SLP), Clinical Fellow (CF-SLP), Speech-Language Pathologist Assistant (SLPA) o Physical Therapist (PT), Physical Therapist Assistant (PTA) o Occupational Therapist (OT), Occupational Therapist Assistant (OTA/COTA) o School Psychologist (SSP, LSSP, Psych) o Special Education Teacher o Licensed Social Worker/School Social Worker o School Counselor/Adjustment Counselor o Board Certified Behavior Analyst (BCBA) o Teacher Visually Impaired (TVI, VIT) o Teacher Deaf or Heard of Hearing (DHH, TDHH)

Provide high-quality instruction in accordance with the approved course outline of record. Participate in general faculty functions related to the educational program and faculty development activities including assessment of student learning outcomes (SLOs). Assignments may include day, evening, fully online, hybrid (partially online) and/or weekend courses. Part-time, temporary, hourly assignments are on an as-needed basis. Part-time faculty meetings are conducted the week prior to the semester start. Course outlines of record, student learning outcomes to be assessed, and department policies will be provided or reviewed. The Informational Technology Instructor teaches in the area of Information Technology, Computer Science and related courses. This may include the goal of offering instruction that will lead to various types of IT certifications. Additional courses related to cyber security and computer applications are included in this job posting. The position requires an ability to work in both traditional and non-traditional settings and modes (flexible scheduling formats, online instruction, compressed video, etc.). Course offers include classes encompassing hardware and software skills necessary for the IT professional. Some courses will focus on industrial computing and have a strong emphasis on networks and computer. In addition, the faculty member will provide academic counseling and guidance to students and actively recruiting students into the Information Technology programs. Supervisory and Management Responsibility: Students

Terms: Part-time, approximately 15 hours per week; Annual agreement Reports to: Building Principal Supervises: None ABOUT THE SCHOOL: St. Margaret's Schools strives to form young students' minds, bodies, and souls for lifelong learning, character, and love of Christ. ABOUT THE ROLE: As an Instructional Coach, you will support teachers and administrators in strengthening academic interventions for students who require Tier II and Tier III support. This position focuses on planning, implementing, and monitoring intervention programs in collaboration with staff to ensure that students receive effective and targeted instruction. You will work directly with teachers to design instructional strategies, co-plan interventions, and provide coaching to improve student outcomes. By analyzing student data, coordinating intervention services, and supporting classroom instruction, you will help foster a culture of collaboration, data-driven decision making, and student success. You will also collaborate closely with and support the Academic Coach as needed to align intervention efforts with whole-school instructional goals. PREFERRED QUALIFICATIONS Valid teaching certification (preferred in reading, math, or intervention-related area) Experience with intervention strategies and supporting Tier II/III instruction Strong knowledge of MTSS/RTI frameworks and best practices Ability to collaborate effectively with teachers and administrators Skilled at analyzing student assessment data to guide instruction Strong organizational skills with attention to detail and follow-through Effective communication and coaching skills RESPONSIBILITIES: Instructional Support: Collaborate with teachers to plan, implement, and refine Tier IIand Tier III supports within the classroom. Provide instructional resources and coachingto strengthen teacher practice. Intervention Planning: Work with teachers and administrators to design and coordinate intervention programs that address the needs of students requiring additional support in literacy, math, and other subject areas. Data Teams: Implement and facilitate data teams to review assessment results, identifystudents in need of intervention, monitor progress, and adjust supports as needed. Collaboration: Participate in regular meetings with teachers, intervention teams, and administration to ensure alignment of interventions with grade-level expectations and school goals. Professional Support: Share strategies, model lessons, and provide feedback to teachers to enhance their ability to deliver effective interventions. Support the Academic Coach: Work in collaboration with the Academic Coach to align intervention strategies with broader instructional priorities. Provide assistance as needed in coordinating programs, sharing resources, and monitoring progress. Student Advocacy: Partner with teachers, parents, and administrators to ensure that students with additional needs receive timely and equitable support. School Involvement: Participate in school meetings, planning sessions, and initiatives that strengthen student learning and the overall mission of the school. Uphold the School's Catholic Identity: Model Catholic values in your interactions with children and staff. Support the Catholic identity of St. Margaret's School and participate in faith-based activities as appropriate. Other Duties as Assigned: Perform additional duties as directed by the Principal of school leadership in support of student learning and intervention programming. EVALUATION: The Building Principal will evaluate this position annually, based on performance, collaboration with staff, and impact on student learning outcomes through Tier II and III supports.

Provide high-quality tutoring in accordance with a specified content area. Participate in general academic support services functions related to the library and tutoring. Assignments may include day, evening, or online tutoring. Part-time, temporary, hourly assignments are on an as-needed basis

Provide high-quality instruction in accordance with the approved course outline of record. Participate in general faculty functions related to the educational program and faculty development activities including assessment of student learning outcomes (SLOs). Assignments may include day, evening, fully online, hybrid (partially online) and/or weekend courses. Part-time, temporary, hourly assignments are on an as-needed basis. Part-time faculty meetings are conducted the week prior to the semester start. Course outlines of record, student learning outcomes to be assessed, and department policies will be provided or reviewed.

Provide high-quality online instruction in accordance with the approved course outline of record. Participate in general faculty functions related to the educational program and faculty development activities including assessment of student learning outcomes (SLOs). Part-time, temporary, hourly assignments are on an as-needed basis. Part-time faculty meetings are conducted the week prior to the semester start. Course outlines of record, student learning outcomes to be assessed, and department policies will be provided or reviewed. Course Assignment: Anthropology 1200: Intro to Cultural Anthropology

Paraprofessional/ELL Para Date Available: When Filled Additional Information: Show/Hide Job Title: Title III Paraprofessional (English Language Learner-ELL) Reports To: Building Principal, Title III Coordinator Terms of Employment: 9 Months/Year Part-Time, At most 29 hours per week Salary: P-I $14.56, P-II $17.43, P-III $20.20 Nature and Scope of Job: The Title III Paraprofessional works under the general direction of the Principal and Title III classroom teachers of the assigned school(s) in which English Language Learner (ELL) students are enrolled. The purpose of this position is to provide assistance to the students who qualify for services in the Title III program through the reinforcement of the classroom objectives and materials. Job Functions Essential Functions: 1. Works with students on an individual or group basis to develop a cognitive and social language base (i.e. emphasized by speaking, teaching, and directing students in English; home language used to clarify, explain, assist) 2. Assists the classroom teachers in bringing the students' achievement standards up to fluent English level 3. Completes the necessary paperwork for program compliance and accountability 4. Promotes the students' achievement through success in the Title III Program as well as the regular classrooms 5. Works collaboratively with the Title III teachers, classroom teachers, Principal, Title III Coordinator for the improvement and enrichment of instruction 6. Participates in professional development opportunities to improve ELL instruction and skills 7. Serves as liaison between home and school; translates at parent involvement activities when available Other Functions: 1. Participates, when available, in professional development designed for paraprofessionals 2. Follows all school district policies and procedures 3. Keeps informed by reading building and district communications 4. Responds to requests for information in a timely manner 5. Performs other duties as assigned by supervisor Job Qualifications Knowledge, Skills, and Mental Ability: Demonstrates oral and written proficiency in both Spanish and English languages Demonstrates knowledge of computers and programs appropriate for reading, math, and language support Exhibits ability to follow ans successfully complete both written and oral directions Possesses ability to enunciate clearly and communicate positively throughout the work day Possesses visual acuity, aided or unaided, to read and interpret accurately written reports of a technical nature Demonstrates the ability to work with various personality types Maintains sound emotional judgment Minimum Requirements: High School Education or Equivalent Equipment Used: Computer/Peripherals Video Play-back Equipment Audio Play-back Equipment Photocopy Machine Physical Demands: Possesses stamina to remain on feet for periods of as long as 2 full hours without discomfort or excessive fatigue exhibits stamina to remain seated for periods of as long as 2 hours without discomfort or excessive fatigue Possesses visual acuity and stamina to work at a computer monitor for at least part of each day Possesses sufficient strength to lift boxes that weigh up to 50 pounds and be able to move them as far as 50 feet Environmental Demands: Occasional exposure to weather extremes Air conditioned buildings

Transportation Date Available: When Filled Additional Information: Show/Hide Park County School District 6 Bus Aide Job Summary: Part time positions (2-4 hours per day) Salary: $18.40-30.40/hour Purpose Statement The job of Bus Aid is done for the purpose/s of providing support to the instructional process with specific responsibilities for ensuring for the safety and welfare of students in transit to and/or from school and communicating observations and/or incidents that may impact the general well being of students. This job reports to the Director of Transportation Essential Functions * Communicates safety and security policies and enforcement procedures to students, staff and visitors for the purpose of ensuring their understanding of such information and the potential consequences of violation. * Monitors student behavior entering and exiting the bus area for the purpose of ensuring student compliance with established guidelines and maintaining a safe and positive learning environment. * Participates in unit meetings, in-service training, workshops, etc. for the purpose of conveying and/or gathering information required to perform job functions. * Refers incidents including personal injuries, altercations, suspicious activities, rule violations, etc. to appropriate school personnel for the purpose of ensuring follow-up in accordance with administrative, site security and student safety guidelines. * Responds positively to all children for the purpose of encouraging and supporting a positive attitude toward education. * Responds to a variety of situations (e.g. accidents, injuries, vandalism, suspicious activities, etc.) for the purpose of taking the appropriate action to resolve immediate safety and/or security concerns. Other Functions * Assists other personnel, as may be required, for the purpose of ensuring an efficient and effective work environment. Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices and administering first aid; enforcing rules and regulations. KNOWLEDGE is required to perform basic math; read and follow instructions; and understand multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: safety practices and procedures; traffic laws. ABILITY is required to schedule activities and/or meetings; collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using defined methods. Ability is also required to work with a wide diversity of individuals; work with specific, job-related data; and utilize specific, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires following prescribed guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: displaying tact and courtesy; being attentive to detail; possessing sound emotional control; practicing superior human relations skills with people of all ages; and maintaining confidentiality. Responsibility Responsibilities include: working under direct supervision using standardized procedures; providing information and/or advising others; operating within a defined budget. There is a continual opportunity to significantly impact the organization's services. The position requires patience, critical thinking, initiative and the ability to manage a large group of middle school students in a spacious environment. Work Environment The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally the job requires 0% sitting, 70% walking, and 30% standing. The job is performed under temperature extremes and under conditions with exposure to risk of injury and/or illness. Experience: Education: Equivalency: Job related experience is desired. High school diploma or equivalent. Required Testing: CPR/First Aid Certificate Continuing Educ. / Training: Blood borne Pathogens Training & Testing Diabetes Training & Testing Homeless Training & Testing Criminal Justice Fingerprint/Background Clearance FLSA Status Salary Grade Non Exempt $18.40 - $30.40

Part-time instructor to teach Acting II to undergraduate theatre majors for the Spring 2025. This course builds on the foundation acquired in Acting I. This course will focus on more advanced acting processes such as scene study and methods of characterization. Specific exercises will be included to expand the actor's methods for creating characters and establishing relationships with others. Scenes will be selected from various periods and genres as the semester progresses. The student will explore such aspects as given circumstances, objectives and obstacles; strategies and tactics; and beats and structure of a scene.

Daycare/Daycare Assistant Date Available: When Filled Sweetwater County School District Number One Part-Time Daycare Assistant Job Title: Part-Time Daycare Assistant Location: Overland Elementary Early Childhood Education Program Reports To: Director of Daycare Terms of Employment: Months Per Year: __10_ Part Time _X__(29 hours weekly) Salary Classification: Paraprofessional IV salary schedule, P-IV - $22.50 Nature and Scope of Job: The purpose of the Daycare (child care) Assistant is to assist and cooperate in a supportive role and provide the highest quality of supervision in a safe and healthy learning environment for all children. Daycare assistants promote the health, safety, welfare, nutrition and education of all children in the Early Childhood Education Program. Job Functions: The Daycare Assistant will assist the daycare in providing a learning environment and facilitating experiences for the children to develop socially, cognitively, physically and emotionally within developmentally appropriate practices. The Daycare Assistant supports the daycare in working directly with the children on a daily basis, interacting and modeling desired behaviors for the children. The Assistant will involve and support the parents in meaningful ways and appreciate the importance of parent involvement. The Daycare Assistant will share the responsibility of caring for all daycare children and other duties as assigned. Essential Functions: Assist in the daycare classroom. Possess and demonstrate a strong working knowledge of daycare procedures and standards as well as other District policies and licensing regulations. Model enjoyment, humor, and enthusiasm for caregiving and help children enjoy their time at the center and support routines and learning. Facilitate, in conjunction with the daycare director/principal, in the daycare and implement curriculum, which reflects mandated elements and components, parental and cultural influences, and promotes the social, emotional, physical and cognitive development of all children. Under the direction of the daycare director/principal in the daycare, assist in creating weekly/daily plans addressing individual needs/goals for children. Provide a comprehensive safe and healthy learning environment for all children. Assist in guiding and facilitating activities of the children, including: daily activities, routines and play, selecting and arranging materials in the classroom. Follow a consistent schedule, which may include small and large group experiences, work time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities. Assist the daycare director/principal in maintaining a comprehensive and ongoing portfolio assessment for each child, including weekly/daily observations in each area, examples of the child's food, play, and a developmental assessment. Set goals for each child's individual development and to document/discuss progress. Document attendance and all activities and submit to the appropriate staff, any prescribed forms consistently, correctly, and promptly. Complete and submit required forms and records in a timely and accurate fashion; daily schedule, time approvals, meal reports, etc. Feed, eat with, and assist children in development of social and self-help skills, and sound nutritional practices. Guide children's acquisition of social skills. Under the direction of the daycare assistant/principal, the daycare assistant will be responsible for modeling and supporting positive behavior, health, education, mental health and report social service concerns to the appropriate staff member. Attend staff training and meetings as requested. Cooperate with other staff and classroom groups to maintain the smooth functioning of the daycare program, which at times may require changes to meet the needs of the children. Work with other staff, daycare assistants, and parents to use and develop their skills and abilities in planning and carrying out classroom activities. Maintain a safe and healthy classroom environment. Assure that classroom equipment, furniture, materials, and supplies are properly cleaned, maintained, and stored. Use the playground and gym as an extension of the classroom/daycare and assure the playground and gym are safe. Assure files are complete, accurate, and confidentiality maintained for assigned students. In consultation with coaching and feedback, develops own professional work goals and training plan. Possess and maintain licenses and/or certifications required for the position. Demonstrates regular attendance and punctuality as required of position. Assists with recruitment of children into Overland Elementary Early Childhood Center. Perform other duties as assigned. The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position. Other Functions: Actively communicate with children in a positive way that encourages curiosity, exploration, problem solving and ongoing development of communication skills. Possess and utilize effective interpersonal skills with children and adults from a variety of socioeconomic backgrounds, abilities, and educational levels, including effective oral and written communications. Maintains confidentiality of all information concerning students, staff, parent/guardian in any public setting, classroom or area where students or uninvolved staff are involved. Demonstrate commitment to teamwork. Project genuine care and sensitivity toward early childhood learning center families. Develop and maintain supportive and trusting relationships with all parents. Other duties as assigned. -Employees are held accountable for all duties of this job- Job Qualifications: Knowledge, Skills, and Mental Ability: 1. Adhere to District policies and program/licensure requirements and procedures. 2. Must possess passion for working with children birth to 5 years old and their families. 3. Must possess strong classroom management skills, which include positive behavior supports as well as record keeping and assessment ability. 4. Must possess knowledge of group dynamics and interpersonal skills. 5. Must possess knowledge of psychological, emotional, educational, and behavioral development of children birth to 5 years old. 6. Must possess technological and computer skills. 7. Must possess excellent oral and written communication skills. Read, write, and speak well enough to understand and be understood. 8. Must possess problem solving, flexibility, imagination, patience, reasoning, creativity, judgment, and analytical abilities. Education, License, Certification or Formal Training: Substitute certification through Wyoming Professional Teaching Standards Board (PTSB), preferred Associate degree in early childhood education, child development, or related field or a Child Development Associate Certificate or (CDA). Experience working with birth through elementary-aged children is preferred. Physical Demands: Able to sit and/or stand for extended periods of time. Visual acuity to meet all responsibilities. Hearing acuity to monitor children's overall safety and well-being and facilitate learning. Lower body strength to allow repeated up and down movements while interacting with children. Strength to lift objects that weigh at least 50 pounds and move them more than 50 feet. Flexibility and stamina to fulfill the above responsibilities and to engage children in a wide variety of physical activities, including demonstration of such activities. Environmental Demands: Seasonal fluctuations in building temperature. Possible exposure to blood and bodily fluids. Fluorescent lighting. Daily exposure to a variety of weather conditions, including extremes. High noise level of small children.

is open until filled** Part time employment would be considered Teacher- Orientation and Mobility Certified Purpose Statement Provides itinerant orientation and mobility services to visually impaired students in order to improve mobility and independent functioning. Assesses visually impaired students to determine eligibility for service. Provides consultative service to school staff and parents within the Campbell County School District. Participates in the multi-disciplinary team process and individual educational programming activities for students where relevant. Essential Functions Participates in the diagnostic and Individualized Education Program (IEP) process for all students suspected of being visually impaired; evaluates students in the areas of orientation and mobility. Provides training and direct instruction in orientation and mobility techniques and in the use of orientation and mobility materials and devices including visual efficiency skills, utilization of residual vision, concept and sensory development, spatial orientation, familiarization to environments, and utilization of tactile, visual and auditory maps. Trains students on the necessary skills, which enable them to navigate familiar and unfamiliar environments, including school buildings and facilities, offices, community businesses and public areas; trains students on self-advocacy and how to handle emergencies. Collaborates with teachers and assists in the development and implementation of the IEP as it relates to orientation and mobility services; works with teachers of the visually impaired to conduct functional vision assessments and learning media assessments as it relates to independent travel. Develops long-term and short-term goals for each student; monitors student progress and adjusts goals as needed; maintains records of evaluations on student progress. Works with administrators, teachers, and other educational staff to support the implementation of students' IEPs; collaborates with teachers and other school personnel to develop and implement strategies for students receiving orientation and mobility services. Designs, implements orientation, and mobility instruction based on assessment and observation of students; collects and maintains data to document and evaluate progress. Serves as a resource person to special education teachers and other professional/paraprofessional staff members engaged in the delivery of programs and services to visually impaired students. Keeps abreast of new developments and techniques in orientation and mobility. Other Functions Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Knowledge Demonstrated knowledge of: federal, state and local mandates governing the implementation of special education programs. laws and regulations that affect orientation and mobility services. principles, techniques, equipment, and literature used in providing orientation and mobility services. major theories and intervention strategies with educational implications for students with visual impairments. effective behavior management skills and training techniques. how to prepare and use equipment and materials, such as tactile maps, models, optical devices, pre-canes, global positioning system (GPS) devices, and long canes for the development of orientation and mobility skills. braille, basic orientation, mobility, and adaptive technology skills. professional resources pertinent to the orientation and mobility profession. basic principles of learning theories and their implications for orientation and mobility training. how to plan and conduct orientation and mobility assessments and programs. Ability Demonstratedability to: provide effective orientation and mobility training. develop effective treatment plans and service. provide for student safety during orientation and mobility instruction and in other environments while fostering maximum independence during orientation and mobility training. provide orientation of new buildings and class schedules to students with visual impairments as needed. document progress and relate it to students' goals and objectives. use assistive technology with students with visual impairments. appropriately and correctly model orientation and mobility techniques for students, parents, teachers, and other school staff. maintain accurate records. assess the effectiveness of activities. use a personal computer. understand and follow oral or written directions. communicate effectively, both orally and in writing. establish and maintain effective working relationships. Education, Training, and Experience Certificates/Licenses Possession of a valid Orientation and Mobility Specialist certificate issued by the Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP). OR Possession of a valid National Orientation Mobility certificate (NOMC) issued by the National Blindness Professional Certification Board. Other certification considered Valid driver's license Experience: Job related experience is required. Education (Minimum): Bachelor's degree in job-related area. Required Testing: None Specified Continuing Educ. / Training: None Specified FLSA Status: Exempt Clearances: None Specified Approval Date: Revised Date: Salary Grade:

Support Staff/Special Education Paraprofessional Date Available: 8/20/2025 Additional Information: Show/Hide Position: Full-time & Part-time Aides & Special Education Paraprofessionals District Wide Salary: Starting at 2-2; $15.50 per hour, Monday - Friday Closing Date: When filled. Uinta County School District Number One reserves the right to hire the most qualified candidate at any time. Qualifications: * High School diploma required and has completed at least 2 years of study at an institution of higher education or an associate degree; or can demonstrate a standard of proficiency through a local reading, writing and mathematics assessment. (Proof of highly qualified status) * Knowledge of and the ability to assist in instructing, reading, writing, and math. * Ability to work independently after being given basic instructions. * Ability to work effectively with students and staff in a positive, pleasant manner. * Ability to team lift 100-150 lbs. * Ability to maintain confidentiality. Interested candidates should complete an online application at ************** (job opportunities) or contact the Human Resources Office of UCSD#1 at 537 Tenth Street, Evanston, Wyoming or call ************** for additional information and/or to begin the application process. The lack of English language skills shall not be a barrier to admission or participation in the activities and programs. Uinta County School District Number One also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s). Title VI, Title IX, Section 504, and ADA may be referred to Uinta County School District Number One, Superintendent Office, P.O. Box 6002, Evanston, WY 82931, ************ or the Office for Civil Rights, Region VIII, U.S. Department of Education, Federal Building, Suite 310, 1244 Speer Blvd., Denver, Colorado 80204-03582, ************** or TDD **************, *****************.