Facilitator jobs in Hamden, CT - 174 jobs

Crisis Prevention Facilitator At Stony Brook Medicine, the Crisis Prevention Facilitator will act as a facility champion for implementation of crisis prevention across all psychiatric units and function as a member of the hospital-wide Crisis Prevention Team. They will work with administrators, faculty, staff to ensure that crisis prevention is being utilized throughout day-to-day programming and interactions with patients. The Crisis Prevention Facilitator shall be someone who is respected by other staff and who models crisis prevention and crisis de-escalation values and techniques in their day-to-day work. The Crisis Prevention Facilitator will be an expert in verbal, nonverbal and physical techniques and be able to provide guidance related to crisis prevention. Duties of a Crisis Prevention Facilitator may include the following but are not limited to:Complete crisis prevention training utilized at SBUH upon hire. Complete the crisis prevention train-the-trainer course within 3 months of hire and observe other trainers for several classes in preparation to become a trainer. Participate in the further development and implementation of the Crisis Prevention Team. Actively respond to calls/pages to help patients in crisis. Intervene with patients in distress using verbal de-escalation, and, if necessary, use physical interventions when the situation requires that level of support. Develop, monitor and update behavior plans and expectations for patients. Engage with patients when they are calm, developing relationships and rapport throughout the shift, as well as remain alert for early warning signs of behavioral challenges that can be de-escalated and ensure effective communication of these events with unit treatment team members. Attend as many crisis incidents as possible to coach faculty and staff through the incident to identify strengths and opportunities for improvement. Ensure helpful debriefings occur after the crisis, and attend as many debriefings as possible to talk about what occurred and discuss future approaches to care. In partnership with the SBUH Crisis Prevention Coordinator and unit supervisors, share ideas to help educate employees identified with skill limitations to improve de-escalation and physical techniques. Teach crisis prevention training to other staff and faculty at Stony Brook Medicine institutions. Work with other crisis prevention instructors to update trainings as necessary. Works collaboratively with the Autism clinical service areas. May include community based training and/or follow up as needed QualificationsRequired Qualifications: Bachelor's degree in any health or human services field, emergency management, communications or criminal justice field. At least 3 years of experience working in an inpatient or emergency setting, or in a program, institution or residential setting where challenging behaviors are commonly addressed. Some form of crisis prevention training, for example, PMCS, SCIP, CPI or other similar negotiation/de-escalation training. Strong verbal calming/de-escalation skills, and experience with using physical safety techniques. Have a philosophy of person-centered, trauma-sensitive, and recovery-focused care. Excellent communication skills and teaching ability in informal and classroom settings. Please note that the successful candidate must frequently move about the hallways, patient rooms, and multiple floors to service patients. The successful candidate will also aid with the transport of patients. The successful candidate is responsible for responding to alarms/codes, detecting and communicating situations that may cause harm to the patient, or others, responding to and communicating requests for assistance. In addition, they must, as necessary, use physical interventions and techniques when securing and applying restraints on patients and move restrained patients; as necessary. The successful candidate will also restrain agitated patients and aid with lifting patients. Preferred Qualifications: Master's degree in any health or human services field, emergency management, communications, or criminal justice field, prefer LMHC or BCBA credentials. , prefer LMHC or BCBA credentials. Five or more years of full-time experience working in a setting serving those with significant behavioral challenges requiring de-escalation and physical interventions. Experience as a trainer, teacher, or professor. Experience working on a crisis response team. Please Note: Verification of degree (e. g. , diploma or official transcript) is required for this role. Upload of documentation must be included with your application for consideration. Special Notes: Resume/CV should be included with the online application. Posting Overview: This position will remain posted until filled or for a maximum of 90 days. An initial review of all applicants will occur two weeks from the posting date. Candidates are advised on the application that for full consideration, applications must be received before the initial review date (which is within two weeks of the posting date). If within the initial review no candidate was selected to fill the position posted, additional applications will be considered for the posted position; however, the posting will close once a finalist is identified, and at minimal, two weeks after the initial posting date. Please note, that if no candidate were identified and hired within 90 days from initial posting, the posting would close for review, and possibly reposted at a later date. ______________________________________________________________________________________________________________________________________ Stony Brook Medicine is a smoke free environment. Smoking is strictly prohibited anywhere on campus, including parking lots and outdoor areas on the premises. All Hospital positions maybe subject to changes in pass days and shifts as necessary. This position may require the wearing of respiratory protection, which may prohibit the wearing of facial hair. This function/position maybe designated as “essential. ” This means that when the Hospital is faced with an institutional emergency, employees in such positions may be required to remain at their work location or to report to work to protect, recover, and continue operations at Stony Brook Medicine, Stony Brook University Hospital and related facilities. Prior to start date, the selected candidate must meet the following requirements: Successfully complete pre-employment physical examination and obtain medical clearance from Stony Brook Medicine's Employee Health Services*Complete electronic reference check with a minimum of three (3) professional references. Successfully complete a 4 panel drug screen*Meet Regulatory Requirements for pre employment screenings. Provide a copy of any required New York State license(s)/certificate(s). Failure to comply with any of the above requirements could result in a delayed start date and/or revocation of the employment offer. *The hiring department will be responsible for any fee incurred for examination. _____________________________________________________________________________________________________________________________________ Stony Brook University is committed to excellence in diversity and the creation of an inclusive learning, and working environment. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, familial status, sexual orientation, gender identity or expression, age, disability, genetic information, veteran status and all other protected classes under federal or state laws. If you need a disability-related accommodation, please call the University Office of Equity and Access at *************. In accordance with the Title II Crime Awareness and Security Act a copy of our crime statistics can be viewed here. Visit our WHY WORK HERE page to learn about the total rewards we offer. Stony Brook University Hospital, consistent with our shared core values and our intent to achieve excellence, remains dedicated to supporting healthier and more resilient communities, both locally and globally. Anticipated Pay Range:The salary range (or hiring range) for this position is $71,400 - $101,801 BaseThe above salary range represents SBUH's good faith and reasonable estimate of the range of possible compensation at the time of posting. The specific salary offer will be based on the candidate's validated years of comparable experience. Any efforts to inflate or misrepresent experience are grounds for disqualification from the application process or termination of employment if hired. Some positions offer annual supplemental pay such as:Location pay for UUP, CSEA & PEF full-time positions ($4000) Evening shift differential ($10,000) Your total compensation goes beyond the number in your paycheck. SBUH provides generous leave, health plans, and a state pension that add to your bottom line. Job Number: 2504253Official Job Title: TH Instructional Support SpecialistJob Field: Social Work/Behavioral HealthPrimary Location: US-NY-Stony BrookDepartment/Hiring Area: Clinical Support/Mental HealthSchedule: Full-time Shift :Variable Shift Hours: Variable (Day/Evening) Pass Days: VariablePosting Start Date: Nov 18, 2025Posting End Date: Feb 17, 2026, 4:59:00 AMSalary:$71,400 - $101,801 BaseSalary Grade:SL3SBU Area:Stony Brook University Hospital

The Program Facilitator is a temporary part time position accountable for implementing community-based programming to girls in grades K-12. They will deliver community-based programming as needed in Hartford, Manchester, New Britain, Waterbury, New Haven, Bridgeport, Danbury, Norwalk or New London as requested to ensure that Girl Scout program opportunities are provided to communities with limited access to Girl Scouts. They are responsible for providing quality Girl Scout program experiences according to established guidelines. MAJOR ACCOUNTABILITIES Completes required Girl Scouts of Connecticut training as needed. Delivers community-based program to meet the council's Plan of Achievement goals, objectives and initiatives, including membership goals. Helps maintain new and established collaborative relationships with community organizations, schools, agencies and businesses in order to support and enhance community-based program opportunities. Works cooperatively with program partners, volunteers, and council staff. Maintains accurate records pertaining to attendance, incidents, surveys, and other data as required. Promotes additional council Girl Scout opportunities beyond community-based programming. Assists with the implementation of product sales program in community-based programming. As necessary, assist Community Support Specialists in preparing and packaging program materials to deliver community-based program curriculum. Embraces and enhances a culture that values diversity and reflects the council's commitment to diversity, equity, and inclusion. Other duties as assigned. EDUCATION AND/OR WORK EXPERIENCE: High School Diploma preferred or equivalent experience. Bilingual preferred (English plus one other; Spanish a plus) Experience working with youth. Ability to work independently and in a group setting as needed. Ability to work with a diverse group of staff, volunteers, and girls. Ability to work well with internal and external customers. Strong oral and written communication skills. Knowledge of, or ability to learn, current girl issues and GSUSA programming. ADDITIONAL JOB REQUIREMENTS AND PHYSICAL DEMANDS: Become a registered member and maintain membership in GSUSA. Represent GSOFCT in professional Girl Scout attire. Regional travel required from assigned service center to program sites. Valid Connecticut driver's license. Reliable transportation with proof of liability coverage of personal vehicle. Physical ability to lift, carry, push, pull or move objects up to 25 lbs. Sit or stand for long periods of time. Ability to maneuver around a program setting, including set up, facilitation and cleanup. Ability to maintain a flexible schedule. WORK ENVIRONMENT Work in community settings such as schools and community centers. Occasional work in an office environment.

ABOUT STUDY SMART TUTORS: Study Smart Tutors is a college and career access organization that collaborates with partners to promote educational equity, access, and success by providing a diverse range of tools for students, families, and educators. Our mission is grounded in closing opportunity gaps and empowering communities through high-quality, culturally responsive academic support. We offer an array of college access courses at no cost to our students or their families. We are able to accomplish this by partnering with schools, outreach programs, and other college and career access organizations to provide efficient and effective college and career access programming and classroom-based test preparation. To learn more about Study Smart Tutors visit us at ************************* JOB RESPONSIBILITIES: Subjects to be taught: SAT Prep Provide tutoring support to small and large groups of students. Tutors will have access to information about class assignments Adapt to new materials and teaching strategies Maintain consistent communication with Study Smart Tutors staff Partner with Study Smart Tutor's Education team to provide comprehensive learning strategies to all students QUALIFICATIONS: MUST hold a completed 4-year degree MUST have teaching or tutoring experience In-person availability is required Scheduled hours: Thursdays from 5:00PM - 7:00PM EST WHAT YOU'LL GAIN PARTNERING WITH STUDY SMART TUTORS: Make a positive impact in your students' life and the community Valuable teaching experience Support from experienced staff for professional development and advancement opportunities SALARY AND BENEFITS: Excellent rate of pay: $45 an hour Paid Onboarding/ Training / Preparation / Support: $22.00 an hour Simple IRA No cost virtual counseling and therapy services Employee Referral Program bonus eligibility Study Smart Tutors is an equal opportunity employer and does not discriminate in its hiring of employees on the basis of race, religion, gender or sexual orientation. For further assistance, contact the recruiting department at *******************************.

Quinnipiac University's Frank H. Netter MD School of Medicine invites applications for part-time faculty to serve as Problem-Based Learning (PBL) facilitators. PBL is a major instructional component of the Year 2 curriculum involving student-directed application of scientific and therapeutic principles toward solving complex medical problems. Collaborative and professional participation in this activity are essential components of PBL. PBL facilitators assist a small group of 7-8 second-year medical students who work through a clinical case each week. In addition to detailed facilitator guides for each case, facilitators attend weekly training sessions to become familiar with the content and ask any questions. A typical schedule for PBL facilitation is Monday, Wednesday, and Friday from 8:00 -10:00 am, including the weekly training session. The Year 2 curriculum is an integrated organ system-based curriculum and PBL facilitators are needed for various content blocks (2 to 6 weeks) throughout the year: Hematology-Oncology: September to October Heart-Lung-Kidney: October & November Breast-Genitourinary-Reproductive: December Gastrointestinal-Endocrine: January Neurology-Psychiatry: February to March Musculoskeletal & Integument: March About Quinnipiac: Quinnipiac is a private, coeducational, institution located 90 minutes north of New York City and two hours from Boston. The university enrolls 9,000 students in more than 130 degree programs through its Schools of Business, Communications, Education, Computing and Engineering, Health Sciences, Law, Medicine, Nursing and the College of Arts and Sciences. Quinnipiac is recognized by U.S. News & World Report and Princeton Review's “The Best 388 Colleges.” The university is in the midst of program expansion and renewal for both traditional and adult learners, attraction of diverse communities, development of innovative corporate partnerships and construction of an ambitious set of capital projects. For more information, please visit qu.edu. Connect with Quinnipiac on Facebook, Instagram, YouTube, TikTok and X. Responsibilities: Participate in one facilitator training session Attend all PBL sessions at the regularly scheduled time Work effectively with a small group of students Encourage active participation and self-directed learning Provide constructive feedback to students Evaluate student performance Education Requirements: A minimum of a Master's degree in a healthcare field or closely related field is required An EdD, DO, MD, PA or PhD is preferred Qualifications: Prior teaching experience at the university level is preferred Experience with small group facilitation Skilled in facilitation, active listening, motivating learning, and critical reflection Demonstrated ability to work with diverse populations and a commitment to diversity and inclusion Special Instructions to Applicants: Quinnipiac University is considering only those applicants who have valid authorization to work in the United States. Quinnipiac University does not sponsor employment based visas for this position. TO APPLY: Applications must be submitted electronically and include a CV, cover letter, which blocks you are interested in facilitating, and contact information for three references on the application form. Quinnipiac University has a strong commitment to the principles and practices of diversity and inclusion throughout the University community and welcomes candidates who enhance that diversity. Quinnipiac University is an Equal Opportunity Employer.

The Access and Connection Facilitator is responsible for promoting full community integration for individuals supported by Marrakech, Inc. This includes conducting evaluations, developing individualized community connection plans, and collaborating with internal teams and external organizations to facilitate access to social, cultural, religious, advocacy, volunteer, and educational opportunities. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Outreach & Referrals Represents Marrakech, Inc. and its programs to diverse audiences. Establishes and maintains regular communication with the Department of Developmental Services (DDS) to obtain referrals via the Notice of Opportunity process. Responds to inquiries regarding services and provides appropriate resources. Ensures compliance with laws related to advertising for housing and roommate situations. Admissions Leads the DDS Admissions Committee and reviews high-risk cases with the Executive Committee. Manages the admissions process, aiming to reduce unpaid vacancies across programs. Request for Proposals (RFP) Development Researches and presents new service development opportunities. Manages the full RFP process including site visits, program planning, building needs assessment, and budget development. Oversees new program development through to licensing and operation, ensuring timely submission of proposals. Person-Centered Connections & Integration Meets with individuals seeking services and completes Community Connections evaluations. Attends team meetings to support development and execution of community integration plans. Shares monthly updates on community events and resources across Connecticut. Facilitates ongoing access to community-based resources, including housing and social connections. Provides Person-Centered Thinking training to internal and external stakeholders. Affordable Housing/HUD Coordination Mediates roommate disputes and assists with eviction processes when necessary. Offers referrals for evicted individuals and ensures ongoing maintenance of housing units in collaboration with Facilities. Leads the Marrakech Fair Housing Committee, addressing member concerns and applying for funding for apartments and renovations via various channels. Therapeutic & Behavioral Support Supports individuals with tailored behavioral guidelines based on service plans. Communicates plans clearly to staff and provides follow-up as needed. Leadership & Strategic Collaboration Ensures optimal placement in residential, employment, and service programs. Acts as a liaison with community partners, funding sources, and other agencies. Attends leadership and trade organization meetings, staying abreast of trends impacting individuals with disabilities. Submits monthly reports and continuously evaluates systems to enhance service quality. Participates in administrative on-call rotations. General Operational Duties Applies new advancements in service design and delivery. Trains and supervises program staff, ensuring compliance with ICF, DDS, and CARF regulations. Operates both agency and personal vehicles safely and in accordance with state laws for work-related duties. EDUCATION and/or EXPERIENCE Bachelor's degree in a Human Service related field. Ten years of experience working with people who have a developmental or other disability in a variety of settings. Knowledge of the disability service systems and school systems as well as community resources required. Two years must include supervisory responsibilities. SALARY $66,950/yr. Rate increases to $74,160/yr after 6 months introductory period.

A Birthday Party Facilitator makes every moment of a child's party at Stepping Stones extra special! The Facilitator works directly with the Manager, Visitor Services, to ensure that party visitors have a positive, fun, creative, and first-class birthday party experience. Facilitators help set up the birthday room, greet and welcome the birthday party family and guests as they enter the museum, and help clean up. Ideal candidates are those who enjoy working with children and families of all backgrounds, have an outgoing, energetic personality, and will deliver best-in-class party experiences for children and adults. Commit to a consistent, part-time weekend schedule. Must be available on at least one weekend day (both Saturday and Sunday are desirable). Four to eight-hour shifts. Position Responsibilities: * Delivers exceptional customer service and maintains a fun, friendly, and professional demeanor at all times. Approaches all encounters with visitors and staff in an attentive, courteous, and service-oriented manner. * Prepares for birthday party by gathering party details from the Senior Manager, Reservation Services and materials needed ahead of time. * Sets up the party room prior to party visitors arriving. * Assists the birthday party host family with their setup, clean up, and time management from start to finish. * Keeps the party on schedule by reviewing schedule information with the birthday party host family upon arrival. * Leads party visitors on an interactive tour of the museum exhibits (depending on party level) and maintains thorough knowledge of the museum's exhibit content. * Ensures the safety and comfort of visitors and the cleanliness of the party room. * Provides feedback immediately following party experience to the Visitor Services Manager regarding successes, improvements, challenges, or concerns * In a timely manner, communicates monthly scheduling needs and issues. * Consistently punctual and dependable. * Performs other duties as assigned. May have opportunities to work events such as evening programs or facility rentals. Requirements Minimum Experience/Skills/Certificates: * Experience and interest in working in a youth-oriented environment and interacting with families of young children and a diverse community of learners. * Early childhood and/or elementary program/camp counseling experience a plus. * Ability to consistently provide excellent customer service, listen actively to visitors, and be responsive to their needs and expectations. * Excellent interpersonal skills, professional maturity, adaptability, self-reliance, sense of humor, and the ability to quickly problem solve and respond to customer service issues; consistently uses good judgment in the presence of museum visitors and other staff. * Strong organizational skills and attention to detail. * Flexible with last-minute changes. * Excellent interpersonal skills, professional maturity, adaptability, and self-reliance * Self-aware and self-regulating; reads social and emotional cues; demonstrates empathy and active listening with visitors and colleagues * Strong relationship builder: Communicates effectively across all organizational levels, manages disagreements constructively, and welcomes feedback to foster trust * Consistently demonstrates good judgment and maintains composure in challenging situations * Intrinsically motivated with a positive attitude; embraces change, setbacks, and last-minute adjustments with enthusiasm and curiosity * Sensitive to diversity, including individuals with physical challenges or special needs. * Outgoing, friendly, positive attitude and a sense of humor. * Excellent communication skills, both verbal and written. * Bilingual a plus.

WHO WE ARE Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes. To learn more about Teaching Lab, explore our website at ******************* . OUR VALUES Teaching Lab seeks to fundamentally shift the paradigm of teacher professional learning in pursuit of excellent educational outcomes for every child. Teaching Lab's ultimate goals are: Educators learn more than they would without us Students learn more than they would without us, in a way that cannot be predicted by race, gender, or family income Educators we serve say they love our approach, and they want to keep doing it to advance educational equity All employees are expected to embrace Teaching Lab's Values to help us achieve our ultimate goals. Collaboration & Responsive Service Resilient Solution-Finding Research & Learning With Humility Accountable Excellence Equity & Justice Read more about Teaching Lab's Values here. Type of Vacancy: Contractor (1099) Start Date: March 2026 Location: Hamden, CT Compensation: Compensation includes paid training and onboarding. Lead group facilitation is compensated at $150/hour, and lead 1:1 coaching is compensated at $110/hour, inclusive of preparation and follow-up time. Teaching Lab values continuous growth; hence, consultants can increase their earning potential through our Facilitation Certification Program. Please note that work hours are not guaranteed. Areas of Expertise: Deep expertise in curriculum-based professional development, equitable instructional practice, and a robust record of delivering impactful 1:1 coaching and facilitating engaging group learning sessions for grades 6-8, with a specific focus on Illustrative Math curriculum implementation and instructional practices. ABOUT THE DEPARTMENT The Program department's primary purpose is to design, deliver, and continuously improve teacher professional learning programs that strengthen instructional practice and drive student achievement. The team's main functions include managing and implementing scopes of work with partners, providing coaching and professional learning for teachers and leaders, and creating research-based content and learning assets tailored to partner needs. The Program department contributes to Teaching Lab's mission by ensuring that every partnership drives measurable impact on teacher practice and student learning, advancing educational equity at scale. ABOUT THE ROLE The Facilitator/Coach's primary responsibility is to facilitate professional learning and provide instructional coaching for educators and school leaders, with a focus on implementing high-quality instructional materials and research-based practices. With support from Program Managers and/or Senior Program Managers, the Facilitator/Coach will also hold responsibilities in the following areas: Designing and delivering professional development sessions, including engaging in feedback cycles and adjusting based on participant input Providing tailored 1:1 coaching and group learning experiences for educators, both in-person and virtually Building collaborative, trusting relationships with educators and leaders to strengthen instructional capacity and improve student outcomes Supporting data collection, reporting, and reflection processes to measure the effectiveness and impact of coaching and professional learning initiatives The Facilitator/Coach role is an individual contributor-level contractor role with no management responsibilities. This role is essential to ensuring the effective delivery of high-quality professional learning and coaching that drives teacher growth and student success. Success in this position requires strong collaboration, adaptability, instructional expertise, and a commitment to advancing excellent teaching and learning for all students. ESSENTIAL QUALIFICATIONS Education, Work Experience, and Knowledge Deep experience coaching educators in grades 6-8 math Experience teaching or coaching Illustrative Math curriculum At least two (2) years of experience as an instructional coach to teachers or school leaders with evidence of impact in student learning outcomes Experience supporting various levels of instruction across classroom settings Strong background in instructional best practices, with the ability to apply strategies that support effective teaching and learning for a wide range of educators and students Experience in designing professional development materials or serving as an instructional designer Experience facilitating impactful professional learning and coaching for educators in both virtual and in-person settings Experience building and managing relationships with diverse stakeholders in an education context Experience empowering teachers through trusting relationships and supporting shifts in practice and mindset to improve student learning Values, Skills, and Competencies Strong commitment to growth mindset for both adults and students, with a desire to continuously strengthen instructional practices and team capabilities Ability to design and deliver high-quality, evidence-based professional learning that advances teaching and learning outcomes Compelling communication and facilitation skills that build engagement and influence across diverse educators and stakeholders Strong organizational skills, with the ability to manage complex projects, multiple priorities, and tight timelines in a fast-paced environment PREFERRED QUALIFICATIONS IM (Illustrative Math) certification. ABOUT COACHING/FACILITATION ROLES At Teaching Lab, our coaches and facilitators play a vital role in advancing our mission by delivering high-quality professional learning experiences. There is no guarantee of hours. The number of service hours and the specific hours are dependent on the projects we have and when you are available. These roles are project-based and flexible, with opportunities communicated several weeks in advance so you can align them with your schedule. Once assigned, you'll collaborate with our project teams to prepare, practice, and tailor content to the needs of our partners, ensuring every session is both impactful and engaging. Facilitation may be virtual or in person, and when travel is required, you'll manage logistics with the support of Teaching Lab's travel policies. After each engagement, coaches and facilitators participate in reflective debriefs that strengthen both individual practice and collective impact. Throughout, you'll bring Teaching Lab's Facilitation Competencies to life, helping educators and partners experience transformative learning that extends beyond each session. Because contractors may work with confidential or sensitive organizational information, discretion and professionalism are essential expectations in every engagement. Contractor roles are not eligible for benefits, retirement, or leave. This is more than facilitation-it's an opportunity to shape meaningful change in education while benefiting from the flexibility of project-based work. TRAVEL On-site with some remote work - candidates must have the ability to travel to Hamden, CT with two weeks or more advance notice. CLOSING/REVIEW DATE This position opened on January 8, 2026 and will remain open until filled. APPLICATION TERMS AND CONDITIONS I understand that any falsification or omission of information from this Employment Application can disqualify me from employment (including rescinding an offer of employment or, if hired, employment termination). I understand that this Employment Application is not an offer of employment. If employed, employment is at will, and either party can terminate the employment relationship at any time. I understand that if I am offered a conditional offer of employment, it would be contingent upon successful pre-work checks, which include references and verifications/checks for a social security number, education, employment, criminal records search (national and county), global watch list, and sex offender status. Depending on a specific partnership/contract requirement, the criminal background check process could include fingerprinting. At Teaching Lab's discretion and with mys signed consent, other checks could be completed based on the nature of the position. Moreover, I understand that Teaching Lab participates in a background monitoring service that provides updates for criminal records and sex offender status. I understand that if I am offered and accept an offer of employment, I will be required to complete an Employment Eligibility Verification Form (I-9) and provide supporting documents within three days of my hire date. Non-compliance will result in termination of employment. Teaching Lab participates in E-Verify and will provide the federal government with my Form I-9 information to confirm that I am authorized to work in the U.S. If E-Verify cannot confirm that I am authorized to work, Teaching Lab is required to give me written instructions and an opportunity to contact the Department of Homeland Security (DHS) or Social Security Administration (SSA) so I can begin to resolve the issue before any action is taken against me, including terminating my employment. Teaching Lab can only use E-Verify once I have accepted a job offer and completed the Form I-9: EVerify and Right to Work posters. I understand that if I am offered and accept an offer of employment, and if I require an accommodation related to a disabling (medical) condition, the request must be communicated to the People & Culture department for review and approval. All requests will be considered as part of the Americans with Disabilities Interactive Process. I understand that if I am offered and accept an offer of employment, Teaching Lab expects to be the primary employer for all employees. Specifically, having another full-time employer in addition to full-time employment at Teaching Lab is not permitted, and no other employment or outside contracting relationship of any kind is permitted unless otherwise disclosed on the Outside Work Disclosure form and approved by the Chief Executive Officer (CEO) or their designee. Employees who are found in violation of this expectation will be subject to disciplinary action up to and including separation from employment. I understand that if I am offered and accept an offer of employment, I must undergo a 90-day introductory period. During this time, appropriateness for the role and performance are evaluated. At the end of the 90-day introductory period, Teaching Lab and/or the employee can end the employment relationship at will. Teaching Lab has a payroll direct deposit program. I understand that if I am employed, I am required to enroll in Teaching Lab's payroll direct deposit program. Teaching Lab does not process paper checks. I understand that if I am employed, all work materials/resources that are provided by Teaching Lab are considered property of Teaching Lab, and are solely for the use of work for Teaching Lab. I understand that if I am employed, I will be required to sign an acknowledgment of receipt and abide by all policies and procedures, requirements, and expectations as outlined in the Employee Handbook. In relation to the position that I am applying for, I voluntarily give Teaching Lab consent to make a thorough investigation of my background, and release from liability all parties in connection with the supply and use of such information. Teaching Lab retains personal data for one year from receipt to fulfill the purposes for which it was collected. The submission of my application serves as acknowledgment and agreement to the above terms and conditions. Please note: All applications for employment remain active for 90 days. If you have already applied for the position, please do not reapply during this time period. All selected applicants will be contacted directly by a People & Culture team member. Incomplete applications will not be considered. Your interest in joining the Teaching Lab team is appreciated!

Hannaford Supermarkets started out as a fresh produce vendor in Portland, Maine way back in 1883, and is still connected to those early roots as a local market. Hannaford actively seeks out farmers and producers to join our Local program which celebrates not only local foods, but the preservation of farmland, local traditions and local jobs. The connection we have to the source of our fresh foods is core to the way we do business, becoming the first major supermarket in the United States to document that all its seafood products were sustainably harvested. PT Hannaford To Go Facilitator Hannaford provides equal opportunity in employment to all associates and applicants for employment without regard to race, religion, color, sex (including pregnancy, childbirth and related conditions), age, veteran status, national origin, sexual orientation, gender identity and gender expression, disability, or any other characteristic protected by law.

About the Role: We are seeking a highly motivated and experienced Youth Program Facilitator to join our team. As a Youth Program Facilitator, you will be responsible for designing and implementing engaging programs that promote the personal and social development of young people. You will work closely with community partners and stakeholders to ensure that programs are aligned with the needs of the community and meet the organization's goals. Your work will have a direct impact on the lives of young people, helping them to develop the skills and confidence they need to succeed in life. Minimum Qualifications: * associates degree in Education, Social Work, or related field * 2+ years of experience working with youth in a community-based setting * Excellent communication and interpersonal skills * Ability to work independently and as part of a team * Strong organizational and time management skills Preferred Qualifications: * Bachelors degree in Education, Social Work, or related field * Experience working with diverse populations * Experience with program evaluation and data analysis * Bilingual in English and Spanish Responsibilities: * Design and implement engaging programs that promote the personal and social development of young people * Collaborate with community partners and stakeholders to ensure programs are aligned with community needs and organizational goals * Facilitate group activities and discussions that encourage critical thinking, problem-solving, and teamwork * Provide mentorship and support to young people, helping them to develop the skills and confidence they need to succeed in life * Maintain accurate records of program activities and participant progress Skills: As a Youth Program Facilitator, you will use your excellent communication and interpersonal skills to build relationships with young people and community partners. You will also use your strong organizational and time management skills to design and implement effective programs that meet the needs of the community. Your ability to work independently and as part of a team will be essential in ensuring the success of the programs. Additionally, your experience working with diverse populations and your bilingual skills will be beneficial in engaging with a wide range of young people and community members.

Full-time Description RxSight is an ophthalmic medical technology corporation headquartered in Aliso Viejo, California that has commercialized the world's first and only adjustable intraocular lens (IOL) that is customized after cataract surgery. The company's mission is to revolutionize the premium cataract surgery experience by allowing surgeons to partner with their patients to achieve optimized results for every unique eye. OVERVIEW: The CTS III is responsible for providing world-class training and clinical support to physicians and staff to effectively drive LAL adoption. This role supports clinical efforts at customer sites through hands-on procedure support, staff training, clinical evaluations, LDD treatments, post-operative follow-ups, patient counselor education, and continuous outcomes optimization. The CTS III plays a critical role in ensuring high-quality, consistent execution of LAL-specific clinical methods and fostering full operational integration of the LDD within each practice. CTS IIIs are responsible for clinical efficiency, executing adoption strategies, and ensuring assigned accounts meet key clinical benchmarks. The role includes identifying clinical or operational barriers to adoption, supporting same-store growth, and ensuring sustained practice success through Clinical vigilance. Performance will be measured in part by progress in LAL usage growth, execution of clinical best practices as measured by patient outcomes. The CTS III works in close coordination with Sales, Customer Development Managers, and other internal teams to align on account strategies and ensure seamless clinical execution. The CTS III is expected to maintain a transparent communication path with customers to ensure the voice of the customer is clearly heard and effectively acted upon. ESSENTIAL DUTIES AND RESPONSIBILITIES: Train Physicians and staff on RxSight technology and best practices and pearls. Partner with designated Customer Development Managers (CDMs) to execute LAL adoption strategies, including identification of training gaps, underutilizing surgeons, outcomes analysis, and ongoing performance tracking. Collaborate on the development and execution of 30/60/90-day clinical adoption plans tailored to each customer site's opportunity and growth objectives. Communicate with sites to identify key on-site personnel, set proper expectations to ensure full site readiness to accept RxSight technology prior to customer onboarding. Co-manage New Customer Introduction with CDM, onboarding and ongoing training/educational activities to ensure full operational competence in compliance with current Standard Operating Procedures (SOPs) as directed. Conducting periodic audits of the effectiveness of the Clinical Training program. Lead customer complaint-handling and management, when requested by collecting data and providing input on possible solutions to escalated clinical issues. Provide clinical support and training on LAL patient selection, implantation, postoperative evaluation, and LDD treatments, ensuring best practices and consistency across assigned accounts. Provide strategies and customer feedback for implementing clinical methodology to optimize results of RxSight technology. Monitor and update the Training Portal (RxConnect) in real-time to ensure accurate reflection of CTS/customer activity as well as training readiness of each customer site. Participate in site-level business reviews to provide clinical performance feedback and contribute to account strategy updates. Maintain accountability for LAL growth and clinical execution at assigned accounts, tracking real-time performance and engaging proactively to resolve barriers to adoption. Execute Outcomes analysis and present to customers reflecting the LAL's world class clinical outcomes. Ensure proper use and communication of marketing and patient education materials. Perform period Cycle Count activity of ASC LAL Inventory ensuring proper reporting and cadence of reporting. Requirements REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrable ability to liaise with individuals of all levels, to include surgeons, clinical staff and facility administrators. Significant clinical experience includes planning of cataract surgery, refractions/biometry and associated device operations. Strong knowledge of the cataract patient diagnostic and evaluative process at the clinic level, including patient flow. Strong understanding and OR experience related to Cataract Surgery. Proven and excellent communication skills, written and verbal. Ability to travel up to ~75% of the time. 6+ years Clinical experience in ophthalmic industry. Ability to legally operate a motor vehicle and travel without restriction in the applicable region of the world. Ability to interpret clinical performance trends and apply targeted solutions to increase LAL usage and practice-level consistency. Proven ability to collaborate cross-functionally with Sales and Customer Development Managers to implement adoption strategies. Familiarity with CRM tools and experience in surgeon usage tracking, data collection, and clinical documentation. SUPERVISORY RESPONSIBILITIES: Although this position does not have formal supervisory responsibilities, the CTS III is expected to take clinical ownership of assigned customer sites, leading day-to-day training execution and acting as a role model in driving consistent LAL usage. The role will support new customer onboarding, retraining initiatives, and practice development activities in collaboration with CDMs, Clinical Affairs Liaisons (CALs), and Sales partners. CTS IIIs are expected to maintain high standards of clinical excellence and accountability across their territory. EDUCATION, EXPERIENCE, and TRAINING: BSc Optometry, Master of Optometry, and/or BA/BS (preferred) Three to five years related experience and/or training; or equivalent combination of education and experience Strong experience with manifest refractions Training to be completed per the training plan for this position as maintained in the document control system The training requirements on TRN-10007 Insider Trading Policy, TRN-10008 Global Anti-Bribery and Anti-Corruption Policy and TRN-10009 Code of Business Conducts and Ethics must be diligently completed within 30 days from the hiring date and on an annual basis CERTIFICATES, LICENSES, REGISTRATIONS: Formal training in vision sciences, such as at a recognized optometry program or industry training. OD/COT/COA/COMT/CCOA/ROUB highly desirable. COMPUTER SKILLS: MS Office Products CRM tools and commercial database solutions PERFORMANCE METRICS AND EXPECTATIONS Achievement of real-time and QoQ LAL unit growth goals across assigned customer sites. Execution of clinical training, retraining, and onboarding activities in support of adoption plans. Participation in site-level business reviews and collaboration with Sales and CDMs to drive LAL performance improvements. Demonstrated ability to resolve clinical or operational barriers that impact LAL utilization. Timely and accurate reporting of training completion, site readiness, and performance trends via CRM and internal systems. Delivery of consistent clinical support and patient safety practices, as measured by quality assurance feedback and customer satisfaction. Notice to Staffing Agencies and Search Firms: RxSight does not accept unsolicited resumes or candidate submissions from staffing agencies or search firms for any employment opportunities. All agency engagements must be authorized in writing for a specific position by RxSight's Talent Acquisition department. Any resumes or candidate information submitted without such specific engagement will be considered unsolicited and the property of RxSight. No fees will be paid in the event a candidate is hired under these circumstances. Salary Description $90,000 To $120,000 Per Year

Family Engagement Facilitator (FEF) Assigned Borough: Staten Island Supervisor: Director of Community Support & Outreach and Staten Island FACE Center INCLUDEnyc's Family Engagement Facilitator (FEF) focuses on educational system change and requires an understanding of disability policies and special education, as well as effective family engagement and inclusive educational environments. The FEF co-leads the Family and Community Engagement (FACE) Center project for Staten Island and works with the team's other FEFs and Resource and Referral Specialists (RRSs). The FEF collaborates with external partners to develop and deliver technical assistance, training, and coaching to various stakeholders in the special education and disability community, with a focus on enhancing family engagement capacity to improve educational outcomes for children with disabilities. Stakeholders can include families, school administrators and educators, community groups, and professionals working with children with disabilities. Children's age groups may span early childhood and school-age ranges, but the position will primarily focus on school-age. For bilingual FEF roles, it is expected that approximately 20%-25% of family engagement outreach activities will be in a language other than American English. KEY RESPONSIBILITIES Project Management ● Serve as a dedicated borough lead for the NYS Education Department Office of Special Education (NYSED OSE) FACE Center, focusing on early childhood or school-age groups. ● Serve as a member of the NYSED OSE Educational Partnership Regional Level Team (RLT) and possibly other teams or workgroups, such as the Partnership Implementation Team (PIT), ensuring the family engagement perspective is factored into the collaboration activities while effectively partnering with teams from NYSED and NYC Public Schools. ● Provide expertise in research-based family engagement principles, leading educational organization (EO) implementation teams, including EO leaders, in strategic family engagement planning to meet their student outcomes and organizational goals. ● Participate in the development of targeted skills groups and support plans in collaboration with NYSED Regional Partnership Centers (RPCs) and Technical Assistance Partnerships (TAPs). ● Collaborate with the RPC to conduct needs assessments with identified educational organizations (EOs) to inform the development of educational programs. ● Work with TAPs to determine the professional development needs of the FACE Center. ● Partner with the borough's other FEF to ensure alignment across the borough's FACE Center team. ● Mentor, train, and support new FEFs and RRSs as needed. ● Support other FACE Center activities as needed. Training & Technical Assistance ● Using NYSED's systematized process, provide targeted, discipline-specific professional development and technical assistance to various stakeholders, including families, EO staff, community groups, etc. ● Develop individualized EO family engagement training and coaching plans that utilize identified frameworks aligned with support plans and targeted skills group goals and objectives. ● Provide technical assistance to individual families and professionals seeking support and guidance by clarifying issues, addressing barriers, offering information, and supporting the person(s) in determining a course of action. ● Collaborate with regional partners, including school leaders, staff, and educational administrators, to provide capacity-building focused on family and community engagement in schools and other educational organizations. ● Cultivate and maintain school and community-based partnerships. ● Participate in OSE-required meetings, training, and professional learning. Information and Resource Management ● Research, identify, and provide information and resources for youth, families, and professionals. ● Collect and analyze data from FACE Center activities to evaluate effectiveness. ● Track and report program data as required, ensuring accurate and complete information across multiple platforms. REQUIRED QUALIFICATIONS ● Master's degree in education, social work, or related fields (required as per NYSED contract). ● At least 4+ years of experience providing professional development and/or technical assistance. ● Knowledge of the special education landscape in NYC and familiarity with NYC public schools, with experience working in one or more of the five boroughs. ● Experience with educational program design and/or adult learning. ● Experience in family engagement and awareness of family perspectives in educational systems. ● Ability to manage complex projects with multiple deliverables and stakeholders. ● Skill in navigating different perspectives, needs, and challenges when working with multiple stakeholders. ● Strong written and verbal communication skills; written and verbal fluency in English required; bilingual fluency preferred. ● Strong organizational and multitasking skills with a focus on quality and continuous improvement. ● Proficiency with Microsoft Office (including Word, Excel, PowerPoint), Google Apps for Business (including Gmail, Docs, Drive, Calendar), and Salesforce (preferred). ● Willingness and ability to travel intra-day across New York City and work occasional evenings and weekends to deliver in-person services. ● Commitment to INCLUDEnyc's mission of building positive outcomes for young New Yorkers with disabilities. ● This position will require travel to Staten Island a minimum of three days per week. SALARY AND BENEFITS This position is a union position (OPEIU, Local 153) and, as such, compensation and benefits are subject to the terms of the collective bargaining agreement. The current base salary for this position is $70,000. INCLUDEnyc offers a comprehensive benefits package including health & wellness benefits, commuter benefits, 403(b) plan with employer matching, and generous paid time off. TO APPLY Please submit a cover letter and resume with your application.

The Origami Art Instructor is responsible for teaching the art of paper folding to students of various ages and skill levels. This role involves planning engaging lessons, demonstrating origami techniques, and fostering creativity, patience, and spatial thinking through hands-on instruction. Key Responsibilities Teach origami techniques ranging from basic folds to advanced models Design and deliver age-appropriate and skill-level-appropriate lesson plans Demonstrate step-by-step folding methods clearly and effectively Assist students individually and in groups during practice Encourage creativity, problem-solving, and fine motor skill development Prepare instructional materials and ensure adequate supplies Maintain a safe, organized, and positive learning environment Adapt teaching methods to accommodate different learning styles Provide constructive feedback and encouragement Set up and clean up classroom or workshop spaces Collaborate with program coordinators or other instructors as needed Qualifications Qualifications Strong knowledge of origami techniques and terminology Experience teaching art, crafts, or hands-on workshops (preferred) Ability to communicate instructions clearly and patiently Creativity and enthusiasm for paper art and education Experience working with children, teens, or adults (depending on role) Reliable, organized, and punctual

":"The Training Department plays a crucial role in connecting our customers to our software. The main purpose of this position is to help our customers make a smooth conversion to the Reynolds and Reynolds system and provide training and customer support throughout the process. In this position, you will travel approximately 80% of the time. You will travel both individually and with a team installing and converting our software for customers. This requires excellent presentation and communication skills as you will meet with dealership management to understand the needs for each dealership. Based on these requirements, you will customize the system and train key dealership personnel on how to use the solution. When you are not physically at a customer site, you will support current customers, prepare for future trips, and conduct follow-ups with recently installed customers from your home office. ","job_category":"Customer Service","job_state":"CT","job_title":"Entry Level Customer Training Specialist - Traveling","date":"2026-01-22","zip":"06101","position_type":"Full-Time","salary_max":"52,000. 00","salary_min":"50,000. 00","requirements":"Bachelor's degree or equivalent experience~^~Ability to travel 80% of the time~^~Outgoing, friendly personality~^~Strong written and verbal communication skills~^~Must have reliable transportation as well as a valid driver's license, with fewer than 2 moving violations in the last three years and no OVI\/DUI\/DWI violations in the last five years~^~Must have reliable home internet with sufficient bandwidth for video conferencing","training":"Training lasts approximately 2-3 months and includes department observations, classroom instruction, and on-the-job training with a mentor. Classroom instruction includes product training as well as automotive dealership operations. You will focus on one area of the software during your product training and assist experienced representatives with customer set-up and implementation. In addition, you will have the opportunity to see Reynolds' solutions 'in action' by visiting car dealerships that already utilize our solutions on a daily basis. ","benefits":"We strive to offer an environment that provides our associates with the right balance between work and family. We offer a comprehensive benefits package including: - Medical, dental, vision, life insurance, and a health savings account - 401(k) with up to 6% matching - Paid vacation and sick days - Eight paid holidays - Referral bonuses - Professional development and training - Promotion from within Reynolds and Reynolds promotes a healthy lifestyle by providing a non-smoking environment. Reynolds and Reynolds is an equal opportunity employer. ","

Our award-winning client is seeking a Training Specialist to join their team. We are currently seeking a Training Specialist to join our team. This junior-level position requires a minimum of a Bachelor's degree (BS/BA) and ideally some related internship or work experience, though candidates with up to 5 years of training experience will also be considered. We welcome applicants from any industry or service background. Notably, we are not seeking candidates with management or supervisory experience. Responsibilities: The primary responsibility of the Training Specialist will be to coordinate and facilitate training programs across various departments and levels within the organization. The incumbent will work closely with existing curricula, refining and formalizing training programs for entry-level, service, engineering, and leadership development. Some training content will be outsourced or provided by departments, while others will be personally delivered by the Training Specialist. Limited travel to other company sites may be required on occasion to oversee training initiatives. Excellent communication and coordination skills are essential, as the Training Specialist will interact with management, executives, and external vendors to ensure the successful delivery of all training programs. Required Qualifications: Bachelor's degree (BS/BA) minimum, with a preference for candidates who possess related internships or work experience in training. Up to 5 years of experience in training roles will be considered. Strong communication and coordination skills are essential. Ability to work effectively with management, executives, and external vendors. Flexibility to adapt to the unique training needs of different departments and levels within the organization. Additional Information: This is a highly visible position within the organization, with great potential for career advancement. Local candidates are strongly preferred, though relocation assistance may be considered for exceptional candidates.

Job Description Lighthouse, a program of Kids In Crisis, is a welcoming, inclusive, and safe space where lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) teens and their teen allies meet weekly in a relaxed and supportive environment facilitated by Kids In Crisis staff and adult volunteers. We are seeking a part-time group facilitator (available 20 hours per week) to join our staff, effective immediately. POSITION REQUIREMENTS: Passion for helping the LGBTQ+ community and the needs of teenagers Interest in social-support modalities LGBTQ+ identifying and/or LGBTQ+ ally At least 21 years old Flexible part-time commitment (10 hrs) with availability for groups in evening (3-7), weekend availability a plus Ability to drive to various locations within Fairfield County Facilitate meetings in two parts: circle share and group recreation/activity Ability to speak in front of groups and redirect conversations Creativity to plan group sessions and flexibility to tweak plan as needs arise in the moment Emotional professionalism and strong understanding of boundaries with young people EDUCATION AND/OR WORK EXPERIENCE: Associate's or bachelor's degree preferred Bilingual preferred (English plus one other; Spanish preferred) Basic computer skills with basic/intermediate experience in Zoom, Microsoft Teams, and Google Classrooms At least 1 year experience facilitating, leading or speaking in front of groups Experience working with youth preferred Ability to work independently and in a group setting as needed Ability to work with a diverse group of staff, volunteers, and community partners Strong oral and written communication skills Knowledge of, and/or willingness to learn, current LGBTQ+ issues and terminology ADDITIONAL JOB REQUIREMENTS AND PHYSICAL DEMANDS: Valid driver's license. Access to a car (Kids In Crisis can also provide vehicle) Physical ability to lift, carry, push, pull or move objects up to 25 lbs. Sit or stand for long periods of time. Ability to maneuver around an event setting, including set up, facilitation and cleanup.

Duties and Responsibilities: Provide group facilitation for domestic violence programs for court/probation referrals. Complete and maintain accurate records and reports regarding the clients' progress, services provided, and other required information. Work collaboratively with other treatment providers and other staff/programs. Attend clinical supervision and trainings as necessary per program requirements and contractual obligations. Supervision: No Supervisees Time Requirements: Part Time/ Per Diem. Hours encompass Clinical as well as administrative responsibilities. Some evening or weekend hours will be required. Requires Clinical supervision which will be provided by CRJ/FRE and state appointed supervisor. Clinical work load may vary with number of court referrals and funding availability. Education/Experience: Bachelor's degree in Psychology, Social Work, CACD, or a closely related field; or be working towards a degree (Master's preferred). **Bachelors level applicants must possess a minimum of three years of experience working in the field of domestic violence. Masters level applicants must possess a minimum of one year experience in the field of domestic violence.** Group leadership/facilitation experience and ability to collaborate with co-facilitator and other staff and personnel are required. Knowledge of CT criminal justice system and its clientele as well as area programs and resources, and working relationships with area providers are all desirable. Language Ability: Very High. Strong written and verbal skills in English. Fluent in Spanish a must. Math Ability: Medium. Must be competent in basic mathematics. Reasoning Ability: Very High. Must be able to employ clinical skills and interact professionally with other staff and service providers to fulfill non-therapeutic responsibilities as well. Computer Skills: Medium. Must know Word, Excel, Outlook, and have database experience. Work Environment: Office setting. Some instate travel is required. Physical Demands: Very low. No heavy lifting in particular. Mostly desk work.

Reports to the EVP, SR. Human Resources Officer. Responsible for the development and execution of the Bank's internal training programs with an emphasis to streamline and standardize processes and improve performance. Collaborates in the assessment of developmental needs to prioritize and drive training initiatives within a budget. Design and deliver programs and implement effective methods to educate and enhance performance. Evaluates outside training vendors when necessary and oversees current training providers. PRINCIPAL RESPONSIBILITIES Develops and delivers training courses from standardized curriculum, using adult learning theory and accelerated learning techniques. Collaborates with Department Managers; to create relevant training modules or modify and improve existing programs. Conduct follow up studies of all completed training to evaluate and measure results. Develop training manuals, multimedia visual aids, and other educational resource materials within the guidelines of current processes and procedures. Conduct standardized on boarding training for all employees. Trains all Retail Staff on the use of all the COCC systems, Develop product training i.e.: Deposit, Online Banking, Mobile Banking, etc. Promote features and functionality. Maintains a training calendar and communicates training opportunities through newsletters and other internal communication systems ensuring employees have knowledge, the flexibility to attend and advance notice to plan. Delivers quarterly Sexual Harassment Training, procedure rollouts, mentoring and coaching sessions, etc. Develops train the trainer programs and coaches' others involved in the training process. Works closely with Human Resources, Retail, Operations, Technology and Compliance, to assure training is aligned with new and existing policies and procedures to ensure uniformity. This includes career pathing for existing employees and partnering with schools for external career pathing. Oversees all training programs and use of vendors, (ex BVS, CFT, CBA, etc) to assure consistency with Company Culture and that the Bank is getting the best return on its investment. Develops and monitors a training budget. Participation in Bank projects for collaboration, training material and facilitation of project rollouts as needed. Manages the planning, invitations, communication, meeting space, set up and breakdown of training sessions in various locations throughout the organization. Exemplify the desired culture and philosophies of the Bank, working effectively as a team member with other members of management and the human resource staff. EDUCATION/EXPERIENCE REQUIREMENTS Bachelor's Degree in education, business administration or liberal arts. 3 -7 years' experience in Banking or business with at least 3 years in training or relevant experience. Outstanding verbal, written and presentation skills. Ability to foster organizational change. Knowledge of management, communication and presentation skills, adult learning, instructional design techniques and applications, technology, writing, research and organizational skills. Proven ability to lead by example, coach and mentor others and to assess needs and analyze data to reflect results. Must have computer skills including the internet and Microsoft Office, Outlook, Word, Excel , PowerPoint, and the use of computer graphics. Regular attendance is an essential function of this position. Ability to travel as needed. INITIATIVE Duties are fairly diverse in terms of the type of training being required. Works very independently seeking guidance to understand culture and interpretation of policy. Has influence in assessing training needs and communicating recommendations and information to management. RESPONSIBILITY Errors are generally contained within the organization causing more of a loss in time and effort than financially. Must have ability to present oneself in the most professional manner and ability to work and communicate with everyone within the organization, and outside professionals. SUPERVISION Does not directly supervise anyone. Has the ability to influence and guide others. POSITION CONDITIONS Normal. While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle controls; and talk or hear. The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, or kneel. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

The Group Facilitator co-facilitates psycho-educational group sessions and provides associated case management functions for clients enrolled in the group. This position will serve Waterbury and the greater Hartford area. Locations include Hartford, New Britain, Bristol, Middletown, Meriden and Enfield. SCHEDULE Ability to work daytime hours strongly preferred. EDUCATION AND EXPERIENCE/QUALIFICATIONS BA/BS degree plus three years or MA/MS degree plus one year experience working with the criminal justice population, experience with individual and group facilitation and/or group dynamics.* Previous experience with domestic violence is also required. Due to program needs and requirements of our funding source we are looking for a male to support this role. ESSENTIAL DUTIES AND RESPONSIBILITIES Facilitates and or Co-facilitates psycho-educational groups for CSSD referred clients. Provides case management duties (telephone contact with clients regarding appointments, contact with referral sources, etc.) as necessary to clients assigned to group. Facilitates program orientation for newly referred clients, ensuring client understands and agrees to the service and ensuring compliance with agency policies. Clearly and concisely advises clients regarding program guidelines. Completes all required documentation (e.g., progress notes, monthly client updates, docket reports, and discharge reports for referral source) following established program protocols and timelines. Attends clinical supervision / training sessions, as required by contract (e.g., 12 two-hour trainings and an annual training up to eight hours for Explore program). Communicates client/group/agency issues to the Program Manager in a timely manner. Submits vouchers within one month of the date of service. Continues to develop knowledge and understanding about the history, traditions, values, family systems, and artistic expression of groups served as well as uses appropriate methodological approaches, skills, and techniques that reflect an understanding of culture.

A Birthday Party Facilitator makes every moment of a child's party at Stepping Stones extra special! The Facilitator works directly with the Manager, Visitor Services, to ensure that party visitors have a positive, fun, creative, and first-class birthday party experience. Facilitators help set up the birthday room, greet and welcome the birthday party family and guests as they enter the museum, and help clean up. Ideal candidates are those who enjoy working with children and families of all backgrounds, have an outgoing, energetic personality, and will deliver best-in-class party experiences for children and adults. Commit to a consistent, part-time weekend schedule. Must be available on at least one weekend day (both Saturday and Sunday are desirable). Four to eight-hour shifts. Position Responsibilities: Delivers exceptional customer service and maintains a fun, friendly, and professional demeanor at all times. Approaches all encounters with visitors and staff in an attentive, courteous, and service-oriented manner. Prepares for birthday party by gathering party details from the Senior Manager, Reservation Services and materials needed ahead of time. Sets up the party room prior to party visitors arriving. Assists the birthday party host family with their setup, clean up, and time management from start to finish. Keeps the party on schedule by reviewing schedule information with the birthday party host family upon arrival. Leads party visitors on an interactive tour of the museum exhibits (depending on party level) and maintains thorough knowledge of the museum's exhibit content. Ensures the safety and comfort of visitors and the cleanliness of the party room. Provides feedback immediately following party experience to the Visitor Services Manager regarding successes, improvements, challenges, or concerns In a timely manner, communicates monthly scheduling needs and issues. Consistently punctual and dependable. Performs other duties as assigned. May have opportunities to work events such as evening programs or facility rentals. Requirements Minimum Experience/Skills/Certificates: Experience and interest in working in a youth-oriented environment and interacting with families of young children and a diverse community of learners. Early childhood and/or elementary program/camp counseling experience a plus. Ability to consistently provide excellent customer service, listen actively to visitors, and be responsive to their needs and expectations. Excellent interpersonal skills, professional maturity, adaptability, self-reliance, sense of humor, and the ability to quickly problem solve and respond to customer service issues; consistently uses good judgment in the presence of museum visitors and other staff. Strong organizational skills and attention to detail. Flexible with last-minute changes. Excellent interpersonal skills, professional maturity, adaptability, and self-reliance Self-aware and self-regulating; reads social and emotional cues; demonstrates empathy and active listening with visitors and colleagues Strong relationship builder: Communicates effectively across all organizational levels, manages disagreements constructively, and welcomes feedback to foster trust Consistently demonstrates good judgment and maintains composure in challenging situations Intrinsically motivated with a positive attitude; embraces change, setbacks, and last-minute adjustments with enthusiasm and curiosity Sensitive to diversity, including individuals with physical challenges or special needs. Outgoing, friendly, positive attitude and a sense of humor. Excellent communication skills, both verbal and written. Bilingual a plus.