Instructional assistant jobs in Montana - 580 jobs

Job Title: PARAPROFESSIONAL Classification: PARA Reports To: Building Principal and Superintendent FLSA Status: Classified Updated: June 2018 SUMMARY - The Special Education Paraprofessional works closely with one or a few students with special needs on a regular basis in an effort to provide them with the support they need to benefit, as fully as possible, from the District's Special Education Program. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Assists in presentation of learning materials and instructional exercises in compliance with the student's IEP. Monitors and assists students through drills, practice, and study activities following presentation of instructional concepts by instructional personnel. Listens to students read, reads to students, explains words and meanings, rephrases materials, and provides similar learning examples. Tutors students individually or in small groups to reinforce and follow up learning activities. Assists the student(s) to whom assigned in such physical tasks as putting on and taking off outer wear, moving from room to room, using the lavatory, personal hygiene, and so on. Assists in the management and shaping of student behavior through the use of positive reinforcement strategies. Follows and assists in implementing behavioral plans, including consequences and reinforcement, as necessary. Assists in the supervision of special education students in the classroom, during activities, trips to the office, on the playground, and in bus duty, as directed. Assists in maintaining student discipline. Establishes as fully as possible a supportive and sympathetic relationship with the student(s) without fostering or encouraging intense emotional involvement. Assists instructional personnel with the development of a variety of instructional materials. Performs general clerical duties for instructional personnel. Assists in scoring tests; computes and records test scores. Assists in maintaining a variety of reports and records. Assists in maintaining a neat, orderly, and attractive learning environment, including designing and displaying bulletin boards. Serves as a resource person, if and when requested, to the educational support team conferring about one of the students to whom assigned. Works cooperatively and effectively with staff, supervisors, students, and the public. Maintains confidentiality of employment and student matters. This is not intended to be all-inclusive and the employee will also perform other duties as assigned by the Special Education Teacher, Building Administrator, or Special Education Director. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: Completion of at least two years of study at an institute of higher education; obtain an associate or higher degree or meet a rigorous standard of quality; and can demonstrate through a formal state or local academic assessment the knowledge of and ability to assist in the instruction of reading, writing, and math (Certified Paraprofessional Certificate); experience working with children in educational or child-care setting highly desirable, preferably involving children with special needs. Knowledge of general concepts of child growth, development, and behavior characteristics in special education programs assigned. Knowledge of special education goals and objectives. Ability to maintain confidentiality of employment and student matters. LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to customers, clients, and other employees of the organization. MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. REASONING ABILITY: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Must maintain good composure in pressure situations. PHYSICAL DEMANDS: 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand, walk, reach with hands and arms, and talk or hear. The employee is occasionally required to sit; use hands to finger, handle, or feel; climb or balance; stoop, kneel, crouch, or crawl; and taste or smell. The employee must regularly lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works inside but may be assigned to outside activities. The employee must be able to meet deadlines with severe time constraints. The noise level in the work environment is usually moderate. MENTAL/MOTOR DEMANDS: While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are usually available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions which require oral and written communications. TECHNOLOGY SKILLS: The work environment has increasingly become technology driven. Lewistown Public Schools expects staff to meet reasonable expectations in the use of computers and other technology. PERSONAL CHARACTERISTICS: Employees of Lewistown Public Schools must exhibit acceptable work habits and perform tasks in a professional manner by adhering to the following guidelines: Maintain proper grooming and dress consistent with the type of task being performed; be regular in attendance and punctual for work; initiate tasks in a manner and perform work with a minimum of supervision; organize work and manage time to achieve efficiency and high quality of work; perform tasks neatly and accurately in accordance with desired quality and quantity; provide positive feedback to supervisor(s) for implementing ideas which will make the work assigned more effective and efficient; maintain self control and a friendly, outgoing disposition; and maintain confidentiality of related work matters as applicable. DRUG FREE WORKPLACE: Screening tests for alcohol and illegal drug use may be required before hiring and during your employment with the Lewistown Public Schools. Employees of Lewistown Public Schools must submit to a fingerprint criminal background check. Any appointment will be contingent upon the results of the criminal background report received from the Department of Justice, which must be acceptable to the Board of Trustees, in its sole discretion. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Classified Personnel. For those classified employees employed under a written contract for a specified term, nothing contained in this job description shall create a property right beyond the specified duration of the employment contract.

Paraprofessional/Paraprofessional Wanted: An amazing human being with a strong heart, generous spirit, and a passion to make a difference in the lives of others. GPS is looking for paraprofessionals to join Glendive Public Schools for the upcoming school year. If you want to add value to students, staff, and the community, we would love to have you apply. If you are interested or have questions, please call ************, or email at ***********************

District Wide/Paraprofessional East Helena Public Schools Position Description Position: PARAPROFESSIONAL Qualifications: 1. High school diploma and completion of at least two years of study at an institute of higher education; obtain an associate or higher degree or meet a rigorous standard of quality; and can demonstrate through a formal state or local academic assessment the knowledge of and ability to assist in the instruction of reading, writing, and math; one year paid or volunteer experience working with children in educational or child- care setting highly desirable, preferably involving children with special needs. 2. Knowledge of general concepts of child growth, development, and behavior characteristics in special education programs assigned. 3. Demonstrated interest in working with special needs children. 4. Able to work with a minimum of supervision and handle stressful situations while maintaining emotions. 5. Maintain cooperative working relationships with students, staff, parents, and the general public. 6. Learn and utilize standard teaching aids and office machines. 7. Perform routine clerical work and light typing. 8. Learn and utilize basic methods and procedures to be followed in instructional settings in special education programs of assignment. 9. Able to lift heavy objects on occasion. 10. Able to receive instructions and/or supervision from the assigned special education teacher as it relates to providing educational services to special needs children. 11. Ability to maintain confidentiality of employment and student matters. 12. Ability to effectively manage time and responsibilities. 13. Understand and carry out oral and written instructions. Reports to: Special Education and Classroom Teacher, and Building Principal Only minimum duties are listed. Other functions may be required as given or assigned. EQUIPMENT USED: Computer, calculator, copier, telephone/voice mail, fax, special needs equipment including wheelchairs, lifts, etc. WORK ENVIRONMENT: While performing the duties of this job, the employee regularly works inside but may be assigned to outside activities. The employee must be able to meet deadlines with severe time constraints. The noise level in the work environment is usually moderate. PHYSICAL DEMANDS: While performing the duties of this job, the employee is required to sit, walk, and stand; twist at neck, bend at waist; kneel; reach. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments. May be required to lift or move up to 25 pounds. MENTAL/MOTOR DEMANDS: While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are usually available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions which require oral and written communications. The physical demands, work-environment characteristics, and mental/motor demands described within this are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. For those classified employees employed under a written contract for a specified term, nothing contained in this job description shall create a property right beyond the specified duration of the employment contract. Starting Wage: Refer to EHESA Negotiated Agreement Working Hours: 7 hours per day as assigned by Supervisor Probationary Period: Six Months Application Requirements: Letter of application and completed District application form must be returned to the District by the application deadline Application Deadline: Until filled

Paraprofessional - Assertive Community Treatment Looking for a career that makes a difference in the lives of others, offering hope, meaningful life choices, and better outcomes? Who we are Since 1971 Western Montana Mental Health Center (WMMHC) has been the center of community partnership in the 15 counties we serve across western Montana. We have committed to providing whole-person, person-centered care by ensuring an approach to health care that emphasizes recovery, wellness, trauma-informed care, and physical-behavioral health integration. We know the work we do is important and makes a significant impact in the lives of our clients and in our communities. Working at WMMHC also gives you the opportunity to work under the Big Sky, giving you the adventure of a life time while serving your community and changing lives. We offer a work life balance so you still have time to discover all the natural beauty and recreational dreams that Montana has to offer while still engaging in a career path that is challenging and fulfilling. If you want to join our team where community is at the heart of what we do, then you've come to the right place! Job Summary: The Paraprofessional is a transdisciplinary team member of a fast-paced and energized Assertive Community Treatment team (ACT). ACT clients are supported through the wrap-around care approach to ensure clients receive all needed care from the highly supportive and cohesive ACT team structure. The ACT Paraprofessional embraces, and upholds, the recovery-based principles as the focus of their day. A day in the life of a Paraprofessional includes being a positive role model through good work ethic, consistency, flexibility, advocacy, and commitment to appropriate and direct communications. ACT clients love our Paraprofessionals for the assistance they provide with shopping, laundry, basic errand running, and support during appointments. Paraprofessionals also complete documentation, check in with clients to establish baseline, assist with providing medication prompts, and other various tasks that supports the incredible service that the ACT team provides. Paraprofessionals are fully integrated team members who provide highly individualized services for ACT clients in the community setting. Most importantly, they promote client healing, self-determination, encouragement, awareness around mental health, and fierce navigation of systemic barriers for our clients. ACT Paraprofessionals are known for being highly inspired by their jobs and fierce advocates for their clients. Get excited to do something that is continually rewarding, come join the ACT team at WMMHC! Qualifications Associates degree in behavioral health or other closely related field with two years of High school graduate or equivalent Ability to pass background check and driver's license check upon offer of employment. Provide proof of auto liability insurance coverage per Western's policies. Montana Driver's License with good driving record Preferred Qualifications/Experience 2 years of experience preferred Benefits: We know that whole-person care is not just important for our clients, but recognize it's just as important for our employees. WMMHC has worked hard to provide a benefits package that encompasses that same concept. Our comprehensive benefits package focuses on the health, security, and growth of our employees. Benefit offerings will vary based upon full time, part time, or variable status. Health Insurance - 3 options to choose from starting as little as no cost to employee only Employer paid benefits: Employee Assistance Program, Life insurance for employees and dependents, and long term disability Voluntary options available: dental & vision insurance, short term disability, additional life insurance and dependent care flexible spending account Health savings account (HAS) with match or medical flexible spending account (FSA) 403(B) Retirement enrollment offered right away with an employer match offered after one year Generous paid time off to take care of yourself and do the things you love Accrued PTO starts immediately Extended sick leave 9 paid holidays and 8 floating holidays Loan forgiveness programs through PSLF or NHSC

If you are passionate about providing high-quality care to individuals in your community, we invite you to join our team at AWARE. AWARE is looking for the right person to join the team as a paraprofessional. The support we provide helps the adults, children, and families we serve become active and vital members of their community while focusing on personal growth. We are a compassionate and fully engaged team that is dedicated to providing the best possible care to our clients. Our strength lies in our culture of care, and we are looking for individuals who share our commitment to providing unconditional care to those in need. We are committed to providing a supportive and inclusive work environment where all team members feel valued and respected. We offer competitive compensation and benefits packages, as well as opportunities for professional growth and development. If you are looking for a rewarding career, we encourage you to apply to join our team at AWARE. Responsibilities: Provide direct educational and behavioral interventions to students as directed by the Special Education Coordinator. Daily Activities include implementation of differentiated, therapeutic, and engaging classroom lessons centered around noted education principles. Learning activities focus on both academic and non-academic skills to ensure readiness to learn and demonstrate successful life skills. Serve as the on-site support and guide for implementation of specialized education activities defined by each student's IEP, FBA, and as directed by the Special Education Coordinator. Support other staff to effectively implement identified activities and assessments to identify areas of student growth. Collect data related to student progress as defined by the Special Education Coordinator Provide all students the highest quality education. Hold all members of our school community to high expectations in our collective pursuit of mission and vision. Elevate classroom learning to develop students' sense of self-worth, wonder, and a love of learning. Create a classroom environment that includes learners in the learning process, helps learners participate with confidence, and provides learners the opportunity to have agency over their learning. The Center for Excellence expects staff to create a learning environment that is conducive to learning and develops a culture of excellence. Work cooperatively with Center for Excellence team to learn from feedback and improve the quality of instruction. Communicate with the Special Education and treatment team regularly regarding all aspects of student's performance. Excited to join our organization?AWARE paraprofessionals earn $17.00 - $18.86 per hour. Requirements Talents, skills, and abilities: Experience working with non-verbal people and/ or people with special needs is preferred Experience using PECS and similar communication devices is preferred. A strong passion and understanding of special education and trauma informed care. Candidates must be familiar with and align with education in a therapeutic environment. Candidates must see education as a vocation and be willing to go above and beyond the call of duty for the success of all students. Candidates must ascribe to the Center for Excellence Guiding Principles including “Do What is Best for Students. High School or Hi-Set/ GED is required, some college is preferred Must have, or be willing to obtain, a valid Montana Driver's License. Must have an acceptable driving record; as well as an acceptable criminal and protective services background check. Benefits: AWARE proudly offers an excellent benefits package, uniquely designed to support you and your family in staying well, professional growth, and achieving financial security. AWARE's benefits include: Annual raises Tuition Reimbursement Health Insurance Dental/Vision Insurance 401(k) with company match Life Insurance Wellness programs Generous paid time off We are proud to be an equal opportunity employer.

Paraprofessionals/District Paraprofessional Position Title: District Paraprofessional - Classroom/Title I/Special Education Department: District Reports to: Principal SUMMARY: Assists the teacher in general daily classroom activities. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. Assists in small group & individual pupil instruction; tutors pupils at teacher's request; Regular classroom/Title I classroom/Special Education. Assists teacher in maintaining discipline and other functions. Teacher substitute in Regular classroom/Title I classroom/Resource classroom. Assists with: set up of classroom and prepares materials for specialized instructional units; preparing lesson plans/maintain intervention reports/chart progress & behaviors/schedule students/provide collaboration/file reports/etc. Handles attendance reports and related clerical functions with the teacher. Assists in assembling/hanging materials on bulletin board and keeping displays current. Operates standard school equipment such as computer, laminator, copier, audiovisual, etc. May escort students to and from various rooms. Requisition supplies/inventory/clean work area. Supervises students in hallways/lunchroom/playground/classrooms/bathrooms, etc. Helps with testing. May assist in personal hygiene/care/cleaning as necessary of students. May assist other schools in district as necessary. Annually updates job description. SUPERVISORY RESPONSIBILITIES: Supervises students. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: High school diploma or general education degree (GED) as well as an associate's degree or para professional requirements set forth by Colstrip School District. LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in on-on-one and small group situations to students, staff, parents, & community members. MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but uninvolved written or oral instructions. Ability to deal with minor student problems. OTHER SKILLS and ABILITES: Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies. PHYSICAL DEMANDS: 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. While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. The employee must be able to push items of 50 lbs such as pushing children on a bike or moving/rearranging furniture. Specific vision abilities required by this job include close vision, distance vision, and peripheral vision. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The noise level in the work environment is usually loud at a standard acceptable level for this environment. The employee is continuously responsible for the safety, well-being and work output of students. Kris McManus Executive Secretary Colstrip Public Schools PO Box 159 Colstrip, MT 59323 ******************************* ************** ext 3421 The Colstrip Public Schools is an Equal Opportunity employer. Date: 01.27.2025 Attachment(s): Enter file description

St. Labre Indian Catholic School Pretty Eagle Catholic Academy St. Charles Mission School Job Title: Middle School Teacher Department: St. Labre Indian Catholic School Reports To: Middle School Principal FLSA Status: Exempt Salary Grade: Certified Salary Schedule Approved Date: 07/01/2022 SUMMARY Teaches middle school students a variety of subjects to develop academic, social, and motor skills by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. *Indicates the non-essential duties and responsibilities. Nothing in this job description restricts St. Labre's right to assign or reassign duties and responsibilities to this job at any time. Plans and develops course study suitable for a particular grade level. Develops and presents specific lesson plans using a variety of means, including lectures, projects, group discussions, exhibits, field trips, audiovisual and library resources, computers and the Internet. Prepares assignments and tests for in-school preparation and homework. Monitors, assists, corrects, and grades student performances. Conducts standardized tests in accordance with school policies and state law. Maintains order in classroom, and administers discipline when necessary to achieve proper behavior. Shares, with other teachers and aides, lunchroom duties and responsibility for monitoring halls and recess periods. Counsels students when academic difficulties or behavioral problems arise. Keeps records of academic performance, attendance, and social acclimation. Reports on all aspects of student development for school records and parents; conducts parent-teacher conferences on both a regularly scheduled and as-need basis. Consults with other professionals where there appears to be evidence of learning disabilities or problems of social adjustment. Coordinates decisions with parents concerning specialized interventions that appear warranted. Reports cases of suspected child abuse according to state law. Participates in faculty meetings, educational conferences, professional training seminars and workshops. SUPERVISORY RESPONSIBILITIES Directly responsible for any student under the teacher's care. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Bachelor's degree (B. A.) from four-year college or university; and one to three years related experience and/or training preferred; or equivalent combination of education and experience. KNOWLEDGE, SKILLS AND ABILITIES Ability to teach moral and spiritual values to youth. Excellent oral and written communication skills. Strong organizational and management skills. Superlative interpersonal skills. Ability to maintain materials of a highly confidential nature. Ability to establish and maintain effective working relationships with students, staff, parents and the general public. Ability to deal effectively with questions or problems, seeking assistance when needed. Willingness to continue professional courses as required according to school guidelines. Desire to work with elementary school-aged children; specialized training for dealing with that age group is a definite asset. Must be willing to change grade level within an elementary school setting according to varying school population from year to year. Respects the teachings of the gospel of Jesus Christ in private, personal, and public life. Commitment to the mission of the Roman Catholic Church in Native American education. Sensitivity to, and appreciation of Native American people and their cultures. Ability to serve as an appropriate role model for students. CERTIFICATES, LICENSES, REGISTRATIONS Valid Montana Teaching Certificate or sufficient credits for state accreditation PHYSICAL DEMANDS 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to use hands to finger, handle, or feel. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. Housing available on the St. Labre campus for this position. APPLICATION PACKET: Online application Cover letter Resume Three current letters of reference Copy of college transcripts Copy of teacher license Apply Now!

Title: Summer School Teacher - Edgenuity Reports To: Summer School Principals Deadline: March 1, 2025 Term: Term 1 Schedule: June 8-25, 2026 Week 1: Monday, June 8-Thursday June 11 Week 2: Monday, June 15-Thursday, June 18 Week 3: Monday, June 22-Thursday, June 25 Salary: One term: $4,165.44 Summary: To create a focused and supportive summer learning environment where all students have a research-informed opportunity to build knowledge, skills, and dispositions in the subject area, while contributing positively to the short-term academic goals and overall school community during the summer session. Qualifications: * Minimum of a Bachelor's degree, required. * Valid Illinois Professional Educator License with appropriate endorsements, required. * License registered with Lake County ROE 34, required. Essential Functions: The criteria indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position. * Meeting and instructing assigned classes in the locations and at the time assigned. * Planning and delivering curriculum and instruction which meets the individual and collective needs, interests, and abilities of the students; is informed by recent research about how students learn; and is aligned with established learning standards. * Implement, by instruction and action, the District and school's vision of education and of Equity. * Design and enact all curriculum, instructional methodology, and assessments in accordance with the curriculum matrix, curriculum map and instructional goals. * Creating a classroom environment that is warm, supportive, intellectual, and responsive; conducive to learning and appropriate to the maturity and interests of the students. * Through lesson and unit design and classroom culture, demonstrate an understanding of, respect for, and willingness to learn more about the different backgrounds, cultures, assets, and experiences within the District 113 community. * Developing and enforcing reasonable rules of classroom behavior and procedure and maintaining order in a fair and consistent manner; implementing a Positive Behavior Intervention and Support process. * Guiding the learning process toward the achievement of curriculum goals, establishing clear objectives for all learning activities, and communicating these objectives to students. * Assessing the accomplishments of students on a regular basis and providing progress reports as required. * Working cooperatively with other school personnel in the identification, education, and remediation of individual students, including but not exclusively, to those with specialized needs. * Taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities. * Maintaining accurate, complete, and correct records as required by law, district policy, administrative regulations, and summer school principal specifications * Assisting the summer school principals in implementing all policies and rules governing student life and conduct. * Being available to students and parents for education-related purposes. * Analyzing performance of students on a regular basis, reflecting on the effectiveness of curriculum and instruction, and, in consultation with the summer school principals, designing and enacting changes based on that learning. * Striving to maintain and improve professional competence. * Attending staff meetings. * Demonstrating employee responsibilities in completing duties accurately and promptly. * Performing such other duties as may be assigned by the summer school principals. * Communicating with parents about student progress in a timely manner such that there is time to make changes. * Possess common sense, problem-solving skills, and reasoning ability to appropriately deal with day-to-day instruction and supervisory situations. * Maintain the confidentiality of employee, student, and other sensitive District information. * Work effectively with a wide range of constituencies in a diverse community. * Taking attendance, completing grade and progress reports, and other reports as required by the summer school principals. * Performing such other duties as may be assigned by the summer school principals. Language Skills Communicates clearly both in oral and written format with all constituents of the District 113 community. Effectively present information and respond to questions from constituency groups. Apply knowledge of current research and theory in a specific field. Establish and maintain effective and collaborative working relationships with students, staff and the school community. Perform duties with awareness of all district requirements and Board of Education policies. Mathematical and Technical Skills Calculate figures, estimates, proportions, percentages, and cost projections. Apply concepts of basic algebra and geometry. Strong technology skills, including standard Microsoft Office suite / Google Workspace, financial management, and data analysis. . Reasoning Ability Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of verbal and written instructions and deal with multiple abstract and concrete variables. Contacts Outside Your Own Department: Build positive and collaborative relationships with constituents of the District 113 community that includes, teachers, school staff, administrative team, Board of Education, guardians, students, and private providers. Physical and Mental Demands: * While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell. * The employee is regularly required to communicate with staff and others. * The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls. * The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds. * Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus. * Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, colleagues and the public. Working Conditions: * In the work environment, this role is regularly exposed to office environmental conditions. * The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues. * The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people. * The employee is frequently required to work irregular or extended work hours, which may include evenings or weekends. Safety: As a part of the District workforce, this role is responsible for being aware of, modeling and contributing to the maintenance and implementation of all District safety policies and procedures. The role is directly responsible for the safety, well-being, and work output of students. Required to: * Use good safety awareness and judgment * Follow policies * Report potentially unsafe conditions * Follow manufacturer safety instructions when using equipment * Follow agency ergonomic policies and procedures The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Teaching Assistant I DEPARTMENT: Child & Family Services - Education SUPERVISOR: Education Coordinator STATUS: Non-Exempt BAND: Band 3, Level 1 *Join our Team and Ignite Young Minds* Are you passionate about making a difference in the lives of children? We're seeking a dedicated Teaching Assistant for our Head Start program, where your enthusiasm and creativity will help shape the future of our little learners. Not only will you be a vital part of our education staff, but you'll also enjoy excellent benefits that truly value your contribution, including: Paid program holidays - celebrate Spring Breaks with your loved ones! Summer off to recharge and pursue your passions Generous PTO to support your well-being Affordable health coverage to keep you and your family healthy. A 401(k) plan with up to 5% match to help you secure your future! If you believe in nurturing potential and fostering a love for learning, this is the opportunity for you! JOB SUMMARY: This position provides support to the education component at Head Start, Inc. To ensure high quality, individualized early childhood education by assisting Teachers in the classroom. This position participates in service strategies that contribute to the welfare of Head Start, Inc. And the families served while being mindful of the responsibility to maintain confidentiality, be supportive and provide a child friendly atmosphere. This position serves with integrity and fidelity to ensure Head Start, Inc. Values are incorporated into daily operations. This position works in tandem with the classroom teacher to provide a cohesive education program for families and to ensure school readiness for the children. ESSENTIAL FUNCTIONS: CLASSROOM Assist teachers with preparation of classroom curriculum before and after class. Assist staff in carrying out the daily schedules for children by referring to the classroom lesson plan. Assist in preparing the environment before and after mealtime. Sit with children and have meals and snacks, adhering to the Head Start, Inc. nutrition philosophy. Assist teachers in promoting safe and healthy practices for children. Assist teachers in guidance and discipline. Regularly communicate with supervisor regarding classroom status. Assists the teacher in regular collection and recording of assessment data. Engages parents and families and forms mutually supportive relationships with them. Assumes the duties of the teacher during their absence on a limited basis. CHILD AND FAMILY EDUCATION Understand and assist with the Head Start model for learning environment in the classroom. Encourage children through positive examples and communication. Actively listen to children and converse with them using appropriate and encouraging language. Promote children's self-esteem by showing empathy and respect. Promote children's social interaction by modeling and encouraging appropriate activities. Actively participate with children daily, both indoors and outdoors. Regularly report to teachers regarding information about children that is heard or observed in the classroom and/or from parents and enter Child Plus notes as necessary. ESSENTIAL SKILLS Must maintain self-control and manage difficult or emotional situations with tact and professionalism. Must communicate clearly, both orally and in written format. Must be organized to ensure timely and accurate documentation of required records and reports. Must demonstrate respect and sensitivity at all times for cultural, racial, and economic differences. Must treat others with respect and consideration to foster a teamwork environment. Must be able to use computer technology and understand its application to organizational and/or departmental function. USING ACTIVE SUPERVISON TO KEEP CHILDREN SAFE: Head Start, Inc. uses the strategy of Active Supervision to ensure that no child is left unattended while in the care of Head Start, Inc. Incidents of children left unsupervised must be immediately reported to the Executive Director. All Head Start, Inc. employees are responsible for the safety of children in our program. Active Supervision requires focused attention and intentional observation of children at all times. All employees who care for children position themselves in classrooms, on playgrounds, in hallways, on buses, on field trips and in any space where children are present so that they can observe all children: watching, counting, and listening at all times. They also use their knowledge of each child's development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary. EDUCATION AND EXPERIENCE REQUIREMENTS: Child Development Associate (CDA) credential, Montana Early Childhood Apprenticeship Program or associate degree in early childhood education is required within 2 years of hire (on the job training is typically provided). Two years of childcare experience in a licensed facility is preferred. Requirements PHYSICAL DEMANDS: 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk, listen, stand, walk, and sit. The employee is also often required to use hands to manipulate objects, tools, or controls, reach with hands and arms, balance, bend, stoop, kneel, crouch or crawl, and move quickly to respond to children's health and safety needs. The employee must frequently lift and/or move up to 35 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities are required for the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. WORKING CONDITIONS: The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this position, the employee works in busy classrooms or a shared office environment, travels by vehicle, may be exposed to changing weather conditions, and works in varied environments. The noise level is usually moderate. Salary Description $16.21-$18.64

Paraprofessional [1-to-1 aide for behavioral support ] REPORTS TO: Building Principal GENERAL DESCRIPTION: * This position requires an individual with the ability to establish positive rapport with students and their families. The individual working as a Paraprofessional must be able to take direction and work closely with other staff members such as teachers and administrators. Communication is a requirement with the Paraprofessional being adept in oral communication as well as written communication. Additionally, this position requires frequent meetings with school administrators, teachers, and other staff to communicate information, data, and alternative problem solutions. This position requires that the individual be self-motivated and a self-starter. Other duties as assigned. QUALIFICATIONS: * Must have passed the ETS Parapro Assessment or hold the equivalent of an Associate's Degree from an accredited university. * Previous experience in a similar role is preferred. ESSENTIAL PERFORMANCE DUTIES AND RESPONSIBILITIES: * Background knowledge of working with young children. * Assist the classroom teacher with the implementation of classroom activities and lesson plans, including the implementation of behavioral intervention plans. * Attend weekly staff and team meetings and other meetings as appropriate and requested. * Assist in planning and implementation of educational activities. * Maintain student behavior through appropriate and approved interventions and approved techniques. * Assist students in meeting educational goals while providing appropriate academic interventions as directed by the classroom teacher. * Assist in the preparation of instructional materials for teaching and for display in the classroom. * Independently lead small group activities. * Assist instructional staff in the supervision of students during lunch and recess times. * Maintain documentation of student progress relative to student academic and non-academic goals and objectives * Maintain confidentiality, including not interfering with teacher-parent communication. * Adhere to all board policies. * Supervise students when the teacher is not present. Knowledge of: * Academic, social, and behavioral characteristics of elementary level students. * Behavior management and behavior shaping strategies, techniques, and methods, and conflict resolution procedures. * Socio-economic and cultural background differences of the school population. Ability to: * Plan, organize, develop, and conduct a comprehensive teaching and instruction program for students at the elementary level. * Implement appropriate and effective learning experiences provided by the classroom teacher for students from a wide range of socio-economic levels and cultural backgrounds. * Assist in providing a motivating and stimulating learning environment. OTHER SKILLS and ABILITIES: * Ability to maintain composure under stressful conditions. * Develop effective working relationships with students, staff, and the school community. * Be able to meet multiple demands from several people. * Ability to be a team player and be willing to work well with others. LANGUAGE SKILLS: Ability to read, analyze, and interpret professional periodicals, professional journals, technical procedures, or government regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from staff, students, parents, and other personnel as appropriate. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on school objectives (school improvement plan goals) and the needs and abilities of students to whom assigned. Must have essential technology skills, i.e. skilled at PC computer, laptop, and other educational technology. Ability to establish and maintain effective working relationships with students, peers, parents, and other community members. Must possess the ability to speak clearly and concisely in written and oral communication. Must be able to meet multiple demands from several people. Must be organized and meet timeline requirements. PHYSICAL DEMANDS: CPI training or willingness to be trained is a requirement. Safely and effectively implement approved crisis intervention and de-escalation strategies as trained by the district. Maintain the physical stamina to stand, walk, bend, and move quickly in response to student behaviors throughout the school day. Follow a five point scale for behavior support. Remain calm and physically composed while ensuring the safety of all individuals in the environment. Have the physical ability to safely intervene, guide, or block a child's aggressive actions when necessary to prevent harm to self, the student, or others (e.g., redirecting, holding materials, or positioning body between student and peers). DEADLINE FOR SUBMISSION OF MATERIALS: Until the position is filled. Apply Online: ************************************************** PLEASE SEND COVER LETTER, RESUME, CREDENTIALS, AND THREE REFERENCES TO: Mrs. Amy Hughes, Principal East Leroy Elementary 4320 K Drive S East Leroy 49051 Telephone: ************** Or send in a PDF attachment via email to: ********************* The employee shall remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment in the District. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Athens Area Schools will comply with Titles VI and IX of the Civil Rights Act with Section 504 of the Rehabilitation Act of 1973 as amended. No person on the grounds of race, color, sex, national origin, or handicap will be excluded from participation in, be denied the benefits of, or otherwise subjected to discrimination under any program or activity. The district will comply with the Michigan Handicapper's Civil Rights act of 1977 regarding employment and utilization of educational facilities without discrimination because of religion, race, national origin, age, sex, height, weight, marital status or handicap.

Support Staff/Paraprofessional CLASSROOM PARPROFESSIONAL REPORTS TO: Principals FLSA Designation: Non-Exempt Salary: Starts at $17.00/hr Full Time UNIVERSAL OBLIGATIONS/EXPECTATIONS OF EACH STAFF MEMBER It is the expectation of the District that each staff member will: (1) put the safety, health, and well-being of students at the forefront of all actions, job responsibilities and decisions, and (2) undertake all duties in alignment with the District's Strategic Plan. ESSENTIAL FUNCTIONS: Assists instructional personnel with the development and presentation of learning materials and instructional exercises. Assists students individually or in small groups to reinforce and follow up on learning activities. Monitors and assists students through drill, practice, and study activities following presentation of instructional concepts by instructional personnel. Assists in the supervision of students and in maintaining student discipline. Performs a variety of regular clerical duties such as filing, typing, or duplicating materials. Performs general clerical duties for instructional staff, such as typing and duplication of materials. Distributes and accounts for materials such as textbooks, supplies, and equipment; collects, assembles, catalogs, and distributes resource materials. Assists in maintaining a variety of reports and records. Assists in maintaining a neat, orderly, and attractive learning environment. Assists in scoring tests; computes and records grades. May assist in parent conferences if requested by the instructor. Only the minimum duties are listed. Other functions may be required as given or assigned. DESIRED MINIMUM QUALIFICATIONS: Completion of at least two years of study at an institute of higher education; obtain an associate or higher degree or meet a rigorous standard of quality; and demonstrate through a formal state or local academic assessment the knowledge of and ability to assist in the instruction of reading, writing, and math. Knowledge of general concepts of child growth, development, and behavior characteristics. Routine record keeping. Knowledge of public education goals and objectives. Assume responsibility for assisting in the supervision of students. Perform routine clerical work and light typing. Learn and utilize basic methods and procedures to be followed in instructional settings. Demonstrate an understanding, patient, warm, positive, and receptive attitude toward children. Understand and carry out oral and written instructions. Maintain cooperative working relationships with staff, students, parents, and the general public. Ability to handle stressful situations. Ability to maintain confidentiality of employment and student matters. Ability to effectively manage time and responsibilities. EQUIPMENT USED: A variety of electronic and technology devices, copier, telephone/voice mail, fax. WORK ENVIRONMENT: While performing the duties of this job, the employee regularly works inside but may be assigned to outside activities. The noise level in the work environment is usually moderate. PHYSICAL DEMANDS: While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand; twist at neck, bend at waist; kneel. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments. May be required to lift or move up to 20 pounds. MENTAL/MOTOR DEMANDS: While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are usually available. The employee frequently works within time constraints and maintains attentiveness and intensity. The physical demands, work-environment characteristics, and mental/motor demands described within this are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions. For those classified employees employed under a written contract for a specified term, nothing contained in this job description shall create a property right beyond the specified duration of the employment contract.

Applicant must be a current Carroll College student enrolled in at least 6 credits to be eligible to apply. Duties and Responsibilities: Works under the supervision of instructional personnel and assists in the special education services students' daily training programs. Responsible to represent the school building and district in a most positive way to students, staff, parents, and the school community. Assists special services students with the learning materials and instructional exercises. Understand and be aware of medical needs of students. May assist special services students with hygiene and feeding. Assist with behavior management programs and techniques. Tutors special services students individually or in small groups to reinforce and follow-up learning activity. May assist special services students on general education field trips. Assists special services students in student orientation. Demonstrates an understanding of students' problems. Assists with the development and maintenance of special education records. Assist in students Individual Education Plan (IEP) goals under the direction of instructional personnel. Manage required forms and records. Assist with loading and unloading of students on the buses. Assist with sanitation of room and equipment. Assists instructional personnel in maintaining discipline and other functions. May escort children to and from various rooms. Other duties as assigned. Must regularly lift, and/or move up to 40 lbs. and/or push or pull up to 100 lbs. such as students with or without a reasonable accommodation. Qualifications: One to three-months related experience and/or training; or an equivalent combination of education, training and experience as determined by the District. Experience working with severely disabled children is desired. Employment Specifications: Work-Study Only. Before applying, please contact Financial Aid if you are not positive you are eligible for work-study. Approximate Hours/Week: 10 hours per week during school year Special Time/Schedule Requirements: Monday - Friday, between 8:30 am to 3:00 pm Length of Employment: Academic Year Wage Rate: $14.80/hour Supervisor: School Principal To Apply Please Contact: Riley Medley, Human Resources Recruiter, Helena Public Schools, ************************* or **************

Field Instructor Job Announcement Bitterroot Wildlife Internship Program Application review will begin February 12th and interviews will be scheduled on a rolling basis. Position will be open until filled. Program description: The Bitterroot Wildlife Internship (BWI) program, a partnership between Ecology Project International (EPI) and MPG Ranch, offers high school students a unique opportunity for ecological education, conservation service, and hands-on field research at MPG Ranch in Florence, Montana. Each month-long session includes six students who collaborate with MPG staff or partners on research, service projects, and outreach efforts, while developing their own study. EPI and MPG Ranch have partnered on this program since 2014 to provide an enriching ecological research and conservation experience. Job Summary: EPI is hiring two field instructors to mentor 12 students in BWI this summer. From Monday to Thursday, instructors and students will spend time at MPG Ranch, completing conservation projects (10hrs/week), conducting ecological research (16hrs/week), and learning about the Bitterroot Valley ecosystem (6hrs/week), all while camping on-site. Instructors will lead activities such as invasive species mitigation, fence repair, and wildlife research, while helping students build skills in Leave No Trace, wildlife observation, and nature journaling. Instructors are responsible for supervision, safety, and risk management. Given the diversity of participants, field instructors must be able to address implicit bias and engage in culturally responsive interactions with students and colleagues. Instructors will also play an active role in enhancing inclusivity throughout the program. Key responsibilities and duties: Promote and ensure an inclusive and high quality learning/living environment. Plan, lead, and instruct quality experiential environmental education lessons to a diverse group of students. Be sensitive to the health and welfare of all participants and meet their developmental needs. Participate in all staff development sessions throughout the season including staff training, staff meetings, staff retreats, and feedback/evaluation forms. Provide feedback to and receive feedback from co-instructors and program staff, and effectively integrate feedback into work. Oversee and/or lead research activities in accordance with research protocols. Lead conservation service projects in accordance with risk management protocols. Establish and maintain clear communication with students, partners, co-instructor, and EPI staff. Mentor students planning and completion of independent research projects. Effectively manage logistical challenges and emergencies on course. Respond to medical emergencies and provide appropriate first aid following EPIs medical protocols and according to your level of training. Conduct all student activities with rigorous attention to risk management. Understand, model, monitor, and enforce EPI/MPG policies and protocols. Promptly and accurately complete and file required program paperwork. Drive EPI/MPG vehicles in accordance with policy to transport students and gear. Show and maintain a positive attitude. Keep program gear and vehicles organized, clean, and in good working order. Other duties as assigned. Required qualifications and skills: Education Bachelor's degree in biology, ecology, environmental education, natural resource management, or related field; OR equivalent experience. Current Wilderness First Responder and CPR certifications. Experience 2-3 years of prior experience delivering science and ecology-based curriculum to middle and high school students in a formal or informal setting. Outdoor leadership experience working with young adults in remote settings. Field research experience in wildlife, botany, ecology, geology, or hydrology. Experience and prior success working well on a small team in a dynamic and changing work environment. Experience and skill camping and ability to teach outdoor living skills. Must be physically fit and capable of participating in intense physical labor including, but not limited to: ability to lift 50 pounds, spend 8-10 hours a day in all weather conditions (e.g., sun, heat, wind, cold, snow, etc.) and hike up to 5 miles a day with a day pack and equipment, ability to conduct repetitive hand and arm motions, and able to maneuver in tight spaces, including bending and kneeling. Valid drivers license with insurable driving record. Skills Strong teamwork skills with the ability to collaborate effectively with students, colleagues, partners, and supervisors Ability to manage risk, respond in emergency situations, and ensure group and individual safety in the outdoors Commitment to diversity, equity and inclusion, and demonstrated ability to work with youth across a wide variety of backgrounds and experiencesincluding Indigenous youth, low-income youth, and rural and reservation populations. Enthusiasm for leading students in semi-remote areas. Languages English fluency. Other Minimum 21 years of age Legally able to work in the US Ability to work effectively in a multicultural and dynamic environment Commitment to EPIs Mission and values Desired qualifications and skills: Field research experience within the Bitterroot Valley or surrounding areas Knowledge and familiarity with the MPG Ranch Curriculum development experience Leave No Trace trainer or master educator certification Competencies Adaptability: Ability to remain flexible and adjust plans and approaches as needed in response to changing conditions, unexpected challenges, and diverse participant needs. Leadership and Mentorship: Skilled in guiding, inspiring, and supporting youth, fostering both personal and professional growth through effective mentorship and inclusive leadership. Organization and Logistical Skills: Strong ability to manage multiple tasks, coordinate resources, and ensure smooth operations. Positive Attitude and Professionalism: Consistently demonstrates a constructive and solution-focused mindset, maintaining professionalism, enthusiasm, and respect in all interactions. Reports tothe Yellowstone Local Programs Coordinator Schedule and Location: Season dates: Approximately May 27th- August 14th Instructors will work approximately 60 days during the season, including mandatory training and season close days: Instructors are required to attend 5 days of instructor training to be scheduled between May 27thand June 5th Instructors will lead two program sessions (June 7th - July 2rd and July 12th - August 6th) at MPG Ranch in the Bitterroot Valley. In addition, instructors will work at least four hours in EPIs Missoula office each Friday during the intern sessions. There will be Missoula office work days between sessions and after the second session. Upon conclusion of the program, instructors are required to participate in season close days that consist of debriefing, gear cleaning and organization, and other tasks that wrap up program It is mandatory that instructors help deliver an end of season symposium in Missoula on August 12th Compensation: Room and board while in the field with students Monday - Thursdays. $11.30 per hour, plus overtime at 1.5 times the hourly wage ($16.95 per hour). Field work days are approximately 15 hours (approximately $169.5 - $197.75 per field day) and workdays in the office are approximately 4-6 hours. Access to discounts with popular outdoor gear retailers. Applications will only be accepted electronically.Apply online here. Application review will begin February 12th and interviews will be scheduled on a rolling basis. Positions will be open until filled. Questions can be directed to: Carly Innis, Yellowstone Local Programs Coordinator, at ************************

Repost from 8/25/2025 The Anaconda School District is seeking a Special Education teacher for the 2025-2026 school year. Anaconda School District has about 1100 students total in grades K-12. Anaconda is located in beautiful southwest Montana and sits alongside the Pintlar Mountain Range and is only 20 miles from Georgetown Lake. There is an abundance of outdoor activities available in the community such as golfing, skiing, fishing, hunting, ATV and snowmobile riding, hiking, horseback riding, etc. Anaconda is conveniently located 30 miles from Butte, 79 miles to Helena, 108 miles from Bozeman, and 106 miles from Missoula. Required Qualifications: Hold a valid Montana Class 1 or Class 2 Teacher License with a SPED endorsement, or be able to obtain one. * We are willing to consider a teacher on an emergency authorization or CLASS 5 provisional endorsement* Must submit a completed application and all requested materials. Must be able to pass a fingerprint background check. Salary and Benefits: Starting Salary $46,180 - $79,468 depending upon experience (we will count up to 7 years of your experience) and graduate credits/degrees Health Insurance benefit - per month district contribution REPORTS TO: Special Education Director or Building Principal ESSENTIAL FUNCTIONS: Assists in development of Individualized Education Programs (IEPs). Attends and participates in multidisciplinary treatment team meetings, IEP meetings, and other meetings as required. Provides an appropriate educational program for each student. Complies with Board policies, rules, regulations, and directives. Instructs individuals and groups in special education skill areas. Plans curriculum, lessons, and special education programs and teaching methods. Monitors students' progress in and outside special education room. Reports cases of suspected child abuse according to state law. Maintains regular contact with parents of students. Participates in faculty meetings, educational conferences, professional training seminars, and workshops. Evaluates student progress based on work output and observation, determines goals, objectives, and directions. Prepares report cards, educational records, IEP forms, classroom observation records, and other forms. Consults with other professionals and teaching staff regarding progress of students and related educational matters. Supervises students, classroom aides, and volunteers. Only minimum duties are listed. Other functions may be required as given or assigned. SUPERVISORY FUNCTIONS: Supervises students and aides. DESIRED MINIMUM QUALIFICATIONS: Valid Teaching Certificate with special education endorsements. Demonstrates an understanding of child and adolescent developmental issues. Ability to relate to and work with children and/or adolescents. Ability to write reports and business correspondence. Ability to effectively present information and respond to questions from students, parents, staff, and the community. Ability to handle stressful situations. Ability to maintain confidentiality of employment and student matters. Ability to effectively manage time and responsibilities

Requirements Talents, skills, and abilities: Experience working with non-verbal people and/ or people with special needs is preferred Experience using PECS and similar communication devices is preferred. A strong passion and understanding of special education and trauma informed care. Candidates must be familiar with and align with education in a therapeutic environment. Candidates must see education as a vocation and be willing to go above and beyond the call of duty for the success of all students. Candidates must ascribe to the Center for Excellence Guiding Principles including “Do What is Best for Students. High School or Hi-Set/ GED is required, some college is preferred Must have, or be willing to obtain, a valid Montana Driver's License. Must have an acceptable driving record; as well as an acceptable criminal and protective services background check. Benefits: AWARE proudly offers an excellent benefits package, uniquely designed to support you and your family in staying well, professional growth, and achieving financial security. AWARE's benefits include: Annual raises Tuition Reimbursement Health Insurance Dental/Vision Insurance 401(k) with company match Life Insurance Wellness programs Generous paid time off We are proud to be an equal opportunity employer.

St. Labre Indian Catholic School Pretty Eagle Catholic Academy St. Charles Mission School Job Title: Middle School Religion Teacher Department: St. Labre Indian Catholic School Reports To: Middle School Principal FLSA Status: Exempt 9-month position Job Code: Certified Salary Schedule Approved Date: 11/15/2019 SUMMARY Teaches middle school students in one or more academic, vocational, or technical subjects by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. *Indicates the non-essential duties and responsibilities. Nothing in this job description restricts St. Labre's right to assign or reassign duties and responsibilities to this job at any time. Plans and develops course of study following curriculum guidelines of the school. Develops and presents specific lesson plans using a variety of means, including lectures, projects, group discussions, exhibits, field trips, audiovisual and library resources, computers and the Internet. Prepares assignments and tests for in-school preparation and homework. Monitors, assists, corrects, and grades student performances. Conducts standardized tests in accordance with school policies and state law. Maintains order in classroom, and administers discipline when necessary to achieve proper behavior. Shares, with other teachers and aides, responsibility for monitoring halls, study periods, and lunchroom. Counsels students when academic difficulties or behavioral problems arise. Keeps records of academic performance, attendance, and social acclimation. Reports on all aspects of student development for school records and parents; conducts parent-teacher conferences on both a regularly scheduled and as-need basis. Consults with other professionals where there appears to be evidence of learning disabilities, drug or alcohol abuse, or problems of social adjustment. Coordinates decisions with parents concerning specialized interventions that appear warranted. Participates in faculty meetings, educational conferences, professional training seminars and workshops. SUPERVISORY RESPONSIBILITIES Directly responsible for any student under the teacher's care. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This position requires the applicant to be a practicing Catholic. EDUCATION and/or EXPERIENCE Bachelor's degree in Theology or related subjects from four-year college or university required. One to three years teaching experience and/or training preferred; or equivalent combination of education and experience. KNOWLEDGE, SKILLS AND ABILITIES Excellent oral and written communication skills. Strong organizational and management skills. Superlative interpersonal skills. Ability to maintain materials of a highly confidential nature. Ability to establish and maintain effective working relationships with students, staff, parents and the general public. Ability to deal effectively with questions or problems, seeking assistance when needed. Willingness to continue professional courses as required according to school guidelines. Desire to work with elementary school-aged children; specialized training for dealing with that age group is a definite asset. Respects the teachings of the gospel of Jesus Christ in private, personal, and public life. Commitment to the mission of the Roman Catholic Church in Native American education. Sensitivity to, and appreciation of Native American people and their cultures. Ability to teach moral and spiritual values to youth. Ability to serve as an appropriate role model for students. CERTIFICATES, LICENSES, REGISTRATIONS Valid Montana drivers license preferred. Valid Montana Teaching Certification or sufficient credits for state accreditation as an elementary school. PHYSICAL DEMANDS 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to use hands to finger, handle, or feel. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. APPLICATION PACKET: Online Application Cover Letter Resume Three current letters of reference Copy of college transcripts Copy of teacher license Apply Now!

Title: Summer School Teacher - Edgenuity Reports To: Summer School Principals Deadline: March 1, 2025 Term: Term 2 Schedule: June 8-25, 2026 Week 1: Monday, June 29-Thursday, July 2 Week 2: Monday, July 6-Thursday, July 9 Week 3: Monday, July 13-Thursday, July 16 Salary: One term: $4,165.44 Summary: To create a focused and supportive summer learning environment where all students have a research-informed opportunity to build knowledge, skills, and dispositions in the subject area, while contributing positively to the short-term academic goals and overall school community during the summer session. Qualifications: * Minimum of a Bachelor's degree, required. * Valid Illinois Professional Educator License with appropriate endorsements, required. * License registered with Lake County ROE 34, required. Essential Functions: The criteria indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position. * Meeting and instructing assigned classes in the locations and at the time assigned. * Planning and delivering curriculum and instruction which meets the individual and collective needs, interests, and abilities of the students; is informed by recent research about how students learn; and is aligned with established learning standards. * Implement, by instruction and action, the District and school's vision of education and of Equity. * Design and enact all curriculum, instructional methodology, and assessments in accordance with the curriculum matrix, curriculum map and instructional goals. * Creating a classroom environment that is warm, supportive, intellectual, and responsive; conducive to learning and appropriate to the maturity and interests of the students. * Through lesson and unit design and classroom culture, demonstrate an understanding of, respect for, and willingness to learn more about the different backgrounds, cultures, assets, and experiences within the District 113 community. * Developing and enforcing reasonable rules of classroom behavior and procedure and maintaining order in a fair and consistent manner; implementing a Positive Behavior Intervention and Support process. * Guiding the learning process toward the achievement of curriculum goals, establishing clear objectives for all learning activities, and communicating these objectives to students. * Assessing the accomplishments of students on a regular basis and providing progress reports as required. * Working cooperatively with other school personnel in the identification, education, and remediation of individual students, including but not exclusively, to those with specialized needs. * Taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities. * Maintaining accurate, complete, and correct records as required by law, district policy, administrative regulations, and summer school principal specifications * Assisting the summer school principals in implementing all policies and rules governing student life and conduct. * Being available to students and parents for education-related purposes. * Analyzing performance of students on a regular basis, reflecting on the effectiveness of curriculum and instruction, and, in consultation with the summer school principals, designing and enacting changes based on that learning. * Striving to maintain and improve professional competence. * Attending staff meetings. * Demonstrating employee responsibilities in completing duties accurately and promptly. * Performing such other duties as may be assigned by the summer school principals. * Communicating with parents about student progress in a timely manner such that there is time to make changes. * Possess common sense, problem-solving skills, and reasoning ability to appropriately deal with day-to-day instruction and supervisory situations. * Maintain the confidentiality of employee, student, and other sensitive District information. * Work effectively with a wide range of constituencies in a diverse community. * Taking attendance, completing grade and progress reports, and other reports as required by the summer school principals. * Performing such other duties as may be assigned by the summer school principals. Language Skills Communicates clearly both in oral and written format with all constituents of the District 113 community. Effectively present information and respond to questions from constituency groups. Apply knowledge of current research and theory in a specific field. Establish and maintain effective and collaborative working relationships with students, staff and the school community. Perform duties with awareness of all district requirements and Board of Education policies. Mathematical and Technical Skills Calculate figures, estimates, proportions, percentages, and cost projections. Apply concepts of basic algebra and geometry. Strong technology skills, including standard Microsoft Office suite / Google Workspace, financial management, and data analysis. . Reasoning Ability Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of verbal and written instructions and deal with multiple abstract and concrete variables. Contacts Outside Your Own Department: Build positive and collaborative relationships with constituents of the District 113 community that includes, teachers, school staff, administrative team, Board of Education, guardians, students, and private providers. Physical and Mental Demands: * While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell. * The employee is regularly required to communicate with staff and others. * The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls. * The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds. * Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus. * Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, colleagues and the public. Working Conditions: * In the work environment, this role is regularly exposed to office environmental conditions. * The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues. * The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people. * The employee is frequently required to work irregular or extended work hours, which may include evenings or weekends. Safety: As a part of the District workforce, this role is responsible for being aware of, modeling and contributing to the maintenance and implementation of all District safety policies and procedures. The role is directly responsible for the safety, well-being, and work output of students. Required to: * Use good safety awareness and judgment * Follow policies * Report potentially unsafe conditions * Follow manufacturer safety instructions when using equipment * Follow agency ergonomic policies and procedures The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Field Instructor Job Announcement Bitterroot Wildlife Internship Program Application review will begin February 12th and interviews will be scheduled on a rolling basis. will be open until filled. Program description: The Bitterroot Wildlife Internship (BWI) program, a partnership between Ecology Project International (EPI) and MPG Ranch, offers high school students a unique opportunity for ecological education, conservation service, and hands-on field research at MPG Ranch in Florence, Montana. Each month-long session includes six students who collaborate with MPG staff or partners on research, service projects, and outreach efforts, while developing their own study. EPI and MPG Ranch have partnered on this program since 2014 to provide an enriching ecological research and conservation experience. Job Summary: EPI is hiring two field instructors to mentor 12 students in BWI this summer. From Monday to Thursday, instructors and students will spend time at MPG Ranch, completing conservation projects (10hrs/week), conducting ecological research (16hrs/week), and learning about the Bitterroot Valley ecosystem (6hrs/week), all while camping on-site. Instructors will lead activities such as invasive species mitigation, fence repair, and wildlife research, while helping students build skills in Leave No Trace, wildlife observation, and nature journaling. Instructors are responsible for supervision, safety, and risk management. Given the diversity of participants, field instructors must be able to address implicit bias and engage in culturally responsive interactions with students and colleagues. Instructors will also play an active role in enhancing inclusivity throughout the program. Key responsibilities and duties: Promote and ensure an inclusive and high quality learning/living environment. Plan, lead, and instruct quality experiential environmental education lessons to a diverse group of students. Be sensitive to the health and welfare of all participants and meet their developmental needs. Participate in all staff development sessions throughout the season including staff training, staff meetings, staff retreats, and feedback/evaluation forms. Provide feedback to and receive feedback from co-instructors and program staff, and effectively integrate feedback into work. Oversee and/or lead research activities in accordance with research protocols. Lead conservation service projects in accordance with risk management protocols. Establish and maintain clear communication with students, partners, co-instructor, and EPI staff. Mentor students' planning and completion of independent research projects. Effectively manage logistical challenges and emergencies on course. Respond to medical emergencies and provide appropriate first aid following EPI's medical protocols and according to your level of training. Conduct all student activities with rigorous attention to risk management. Understand, model, monitor, and enforce EPI/MPG policies and protocols. Promptly and accurately complete and file required program paperwork. Drive EPI/MPG vehicles in accordance with policy to transport students and gear. Show and maintain a positive attitude. Keep program gear and vehicles organized, clean, and in good working order. Other duties as assigned. Required qualifications and skills: Education Bachelor's degree in biology, ecology, environmental education, natural resource management, or related field; OR equivalent experience. Current Wilderness First Responder and CPR certifications. Experience 2-3 years of prior experience delivering science and ecology-based curriculum to middle and high school students in a formal or informal setting. Outdoor leadership experience working with young adults in remote settings. Field research experience in wildlife, botany, ecology, geology, or hydrology. Experience and prior success working well on a small team in a dynamic and changing work environment. Experience and skill camping and ability to teach outdoor living skills. Must be physically fit and capable of participating in intense physical labor including, but not limited to: ability to lift 50 pounds, spend 8-10 hours a day in all weather conditions (e.g., sun, heat, wind, cold, snow, etc.) and hike up to 5 miles a day with a day pack and equipment, ability to conduct repetitive hand and arm motions, and able to maneuver in tight spaces, including bending and kneeling. Valid driver's license with insurable driving record. Skills Strong teamwork skills with the ability to collaborate effectively with students, colleagues, partners, and supervisors Ability to manage risk, respond in emergency situations, and ensure group and individual safety in the outdoors Commitment to diversity, equity and inclusion, and demonstrated ability to work with youth across a wide variety of backgrounds and experiences-including Indigenous youth, low-income youth, and rural and reservation populations. Enthusiasm for leading students in semi-remote areas. Languages English fluency. Other Minimum 21 years of age Legally able to work in the US Ability to work effectively in a multicultural and dynamic environment Commitment to EPI's Mission and values Desired qualifications and skills: Field research experience within the Bitterroot Valley or surrounding areas Knowledge and familiarity with the MPG Ranch Curriculum development experience Leave No Trace trainer or master educator certification Competencies Adaptability: Ability to remain flexible and adjust plans and approaches as needed in response to changing conditions, unexpected challenges, and diverse participant needs. Leadership and Mentorship: Skilled in guiding, inspiring, and supporting youth, fostering both personal and professional growth through effective mentorship and inclusive leadership. Organization and Logistical Skills: Strong ability to manage multiple tasks, coordinate resources, and ensure smooth operations. Positive Attitude and Professionalism: Consistently demonstrates a constructive and solution-focused mindset, maintaining professionalism, enthusiasm, and respect in all interactions. Reports to the Yellowstone Local Programs Coordinator Schedule and Location: Season dates: Approximately May 27th- August 14th Instructors will work approximately 60 days during the season, including mandatory training and season close days: Instructors are to attend 5 days of instructor training to be scheduled between May 27th and June 5th Instructors will lead two program sessions (June 7th - July 2rd and July 12th - August 6th) at MPG Ranch in the Bitterroot Valley. In addition, instructors will work at least four hours in EPI's Missoula office each Friday during the intern sessions. There will be Missoula office work days between sessions and after the second session. Upon conclusion of the program, instructors are to participate in season close days that consist of debriefing, gear cleaning and organization, and other tasks that wrap up program It is mandatory that instructors help deliver an end of season symposium in Missoula on August 12th Compensation: Room and board while in the field with students Monday - Thursdays. $11.30 per hour, plus overtime at 1.5 times the hourly wage ($16.95 per hour). Field work days are approximately 15 hours (approximately $169.5 - $197.75 per field day) and workdays in the office are approximately 4-6 hours. Access to discounts with popular outdoor gear retailers. Applications will only be accepted electronically. Apply online here. Application review will begin February 12th and interviews will be scheduled on a rolling basis. Positions will be open until filled. Questions can be directed to: Carly Innis, Yellowstone Local Programs Coordinator, at ************************

Check out our various coaching positions too! * The Special Education Teacher shall be responsible to provide each special education student with a program that will enable him to reach his fullest educational, physical, emotional, psychological, and social and behavioral potential. * The Special Education Teacher shall be directly responsible to the assigned building principal. * The Special Education Teacher shall work with the various coordinators and service personnel in furnishing programs and service to each student. II. TYPICAL DUTIES: * Provide a basic core program for special education students consistent with district and state expectations. * Coordinate and supervise possible work experience and on campus job training programs involving these students, as applicable to the age groups. * Work cooperatively with classroom teachers who have special education students in regular classes, interpreting the abilities and disabilities of these students to the entire staff, and assisting the student with regular class assignments. * Confer frequently with parents and professional staff members regarding the educational, social, and personal problems of such students. * Assist other professional staff members in resolving the unique psychological or disciplinary problems of each student. * Assist in screening, evaluating, and recommending placement of applicants in the school's special education program. * Counsel individuals and groups of special education students with educational, occupational, and personal problems. Assist them in making realistic assessments of each one's ability and help establish educational and occupational goals in keeping with their abilities. * Assist in interpreting the special education program to school personnel and the community at large. * Assist in planning and preparing financial and program reports required by the district. * Evaluate student progress. * Work with parents and community in enhancing each child's best potential. * Prepares report cards, educational records, IEP forms, classroom observation records, and other forms. * Supervise students, classroom aides, and volunteers. * Perform any other duties and related activities as may be assigned. III. PERSONAL AND PROFESSIONAL QUALIFICATIONS: * Hold a degree in education at level taught, endorsed in appropriate area of special education. * Be willing to assume responsibility for his own professional growth and development. * Demonstrate a genuine understanding and empathy for special education students.