Instructional assistant jobs in Vermont - 142 jobs

To learn more about Harwood Unified Unions School District and our schools please visit: HUUSD.org/ Our Schools. JOB TITLE: Instructional Assistant/Paraeducator FLSA STATUS: Non-Exempt UPDATED: FY 2014 POSITION OBJECTIVES: To assist and supervise assigned special education students instructionally, behaviorally and physically in the general mainstream program, working with individuals and/or small groups; to play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized instructional programs. Assigned students may include students on the spectrum of autism, multi-handicapped students, emotionally and behaviorally challenged students, as well as other students on Individual Educational Programs, 504 Plans and Act 230 Plans. ESSENTIAL DUTIES AND RESPONSIBILITIES: include the following. Other duties may be assigned. Adapt general classroom material/methods as appropriate to meet the needs of students, in consultation with classroom and/or special education teacher. Participate in various community activities and field trips with students. Assist in the administration of informal assessments to determine student progress and/or level of achievement. Assist in developing, compiling and organizing instructional materials, under the direction of the classroom teacher or special educator. Play a supportive role in evaluating student progress, problems and needs. Participate in developing formats for student instruction and teaching strategies, and other activities as assigned. Conduct task analysis and data collection on student performance. Assist students as required with toileting, self-care, eating, wheelchair transport and transfer. Check and adjust hearing aids, and other duties as assigned. Maintain working files, record grades and gather and record a variety of data related to student performance, progress and behavior. Make photocopies, order supplies, and perform related office work. Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents and administrators as appropriate concerning various matters pertaining to the students. Administer first aid and CPR if necessary. Assist students physically as required. Such could include implementing non-aversive restraint techniques in accordance with established protocols as necessary. Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required. Assist with the transportation of assigned students as requested. Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like. Implement instructional and behavioral programs for students, under the general direction of classroom and/or special education teachers. This includes working with students, both individually and in small groups, in a variety of academic areas and life skills. Implement and practice behavior management/modification plans and programs for and with students. Assist and/or instruct students in basic life skills, such as general behavior, dressing/undressing for outdoors, toileting, care of belongings, insertion and adjustment of hearing aids and use of other special equipment, and other areas as assigned. Supervise student(s) when teacher is absent from the room. Other related duties as assigned. SUPERVISION RECEIVED: Direct to moderate technical supervision is received from a classroom or special education teacher. General supervision is received from the school principal or director of special education services. Performs many duties independently. SUPERVISORY RESPONSIBILITIES: No formal supervisory duties. May train, assist and occasionally direct junior co-workers and parent volunteers, but generally works along with those persons. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. A high school diploma plus 1 year of directly related experience, or a combination of education and experience from which comparable knowledge and skills are acquired. All HUUSD instructional assistants must meet the Highly Qualified Paraeducator (HQP) requirements in Title I regulations. One year of directly relevant experience in a school setting desirable and possibly required. Good working knowledge of children. Knowledge of children with disabilities of special education students, and special education teaching methods preferred. Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Demonstrated broad knowledge of academic subject matter being taught to students desired. Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be required. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Reasoning Ability/Mental Requirements. 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. Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress. Other Qualifications. Experience working with children/adolescents. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). First aid and CPR training desirable. Ability to remain calm and efficient in responding to medical emergencies. Frequency Code Description Sometimes S activity may exist sporadically, but not on a consistent basis Occasionally O activity exists on a consistent basis for less than 1/3 of the time Frequently F activity exists from 1/3 of the time up to 2/3 of the time Constantly C activity exists for 2/3 or more of the time Not applicable NA activity is not present in the position PHYSICAL EFFORT AND STRESS: Employee must have the physical ability to perform the essential functions of the job as outlined above, in addition to the following (Indicate appropriate code from above): Frequency Code Essential Not Essential SITTING F X STANDING F X WALKING F X SEEING C X HEARING C X TALKING C X DEXTERITY (hands/fingers) C X USE OF COMPUTERS AND EQUIPMENT F X LIFTING up to 10 lbs. F X 10-25 lbs. O X 25-50 lbs. O X 50-100 lbs. O X 100+ lbs. O X CARRYING up to 10 lbs. O X 10-25 lbs. O X 25-50 lbs. O X 50-100 lbs. O X 100+ lbs. O X BENDING/STOOPING O X PUSHING/PULLING O X TWISTING O X CLIMBING O X BALANCING O X CROUCHING O X KNEELING O X CRAWLING O X REACHING (i.e., overhead) O X HANDLING F X DRIVING O X REPETITIVE MOVEMENTS (hands, feet) O X MANAGING STRESS C X RESOLVING CONFLICTS C X WORKING CONDITIONS/ENVIRONMENTAL FACTORS: While performing the duties of this job, the employee shall be exposed to the following: Frequency Code EXPOSURE (dust, dirt) C EXPOSURE (extreme heat - non-weather, flames) NA EXPOSURE (extreme cold - non-weather) NA EXPOSURE (fumes, odors) O EXPOSURE (viruses, infectious diseases) F EXPOSURE (water) S EXPOSURE (hazardous equipment) NA EXPOSURE (chemicals, hazardous materials) O UNEVEN TERRAIN O OUTDOOR WEATHER CONDITIONS O VIBRATION/NOISE C HEIGHTS NA Definitions - Physical Demands Sitting: remaining in a seated position Standing: remaining on one's feet in an upright position at a workstation without moving about Walking: Moving about on foot Seeing: Perceiving with the eye Hearing: Perceiving or listening to sound by ear Talking: Articulating, speaking or discussing using spoken words Dexterity: Skill in the use of hands and fingers Lifting: Raising or lowering an object from one level to another (includes upward pulling) Carrying: Transporting an object, usually holding it in the hands or arms or on the shoulder Bending/Stooping: Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles. Pushing: Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking) Pulling: Exerting force upon an object so that the object moves toward the force (includes jerking). Twisting: Rotating; moving to face in alternate direction. Climbing: Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet, legs, and/or arms and hands. Balancing: Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats. Crouching: Bending the body downward and forward by bending the legs and spine. Kneeling: Bending the legs at the knees to come to rest on the knee or knees. Crawling: Moving about on hands and knees. Reaching: Extending the hands and arms in any direction Handling: Seizing, holding, grasping, turning, or working with hands ……………………………………………………………………………….…………….. This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Program Description: The SEA Program is an alternative school within Barre Unified Union School District serving students with IEPs. The program combines therapeutic support, academic instruction, vocational training, and community connections using trauma-informed approaches. Position Overview: The SEA Program seeks a Special Educator to provide case management and specialized instruction for students with IEPs in our alternative education setting. This position coordinates comprehensive educational services for students with social-emotional and academic needs. Primary Responsibilities: Case Management & Service Coordination: Serve as primary case manager for assigned students with IEPs Coordinate services between educational team, mental health clinicians, vocational instructors, and community partners Monitor student progress and adjust services as needed Facilitate communication between school, families, and outside agencies Special Education Services: Provide specialized instruction based on individual student needs Conduct special education evaluations and assessments Develop and maintain IEPs and behavior support plans Schedule and lead IEP meetings and educational team meetings Instructional Duties: Deliver individualized academic instruction using project-based and experiential learning approaches Support students in meeting Proficiency-Based Graduation Requirements through personalized learning plans Integrate academic content with vocational programming Supervision & Collaboration: Supervise and direct paraprofessional staff Collaborate with mental health clinicians to support student social-emotional needs Work with vocational instructors across woodworking, automotive/welding, culinary, and agriculture programs Support transition planning for post-secondary education, employment, and independent living Required Qualifications: Valid special education teaching license (or be eligible to obtain) Experience with IEP development and implementation Knowledge of special education law and procedures Strong case management and organizational skills Ability to work collaboratively in a team environment Preferred Qualifications: Experience in alternative education settings Training in trauma-informed practices Familiarity with project-based learning Experience coordinating multi-disciplinary services For complete job description, click here.

This is a distinctive opportunity for a hands-on leader who embraces the challenge associated with guiding an environmentally focused school and its skilled staff toward excellence. About Reading Elementary School (RES) Reading Elementary is a public PreK - Grade 4 elementary school situated at the heart of Reading, VT. Our identity is strongly tied to our exceptional environment and community. Location & Resources: The campus includes an Outdoor Classroom with access to acres of forest, meadows, and public hiking trails. Curriculum Focus: We prioritize sustainability and outdoor education. Daily Practice: Children engage in outdoor learning every day, rain or shine. Atmosphere: RES is a small school with a low student-to-teacher ratio, ensuring every child receives individual attention to support their learning and social-emotional growth. Community: The local community demonstrates a strong commitment to education and cultural enrichment. Strategic Priorities & Vision The Principal will lead the school in achieving goals grounded in the District's Portrait of a Graduate, specifically seeking to: Foster and promote personalized learning through the concepts of Universal Design for Learning (UDL). Expand place-based, outdoor, and environmental education opportunities. Continue providing exceptional programs in the Arts. Role Expectations & Ideal Candidate We seek a team-oriented leader with the desire and talent to handle a breadth of daily responsibilities while demonstrating core educational expertise. Core Responsibilities (0.5 FTE Principal) The successful candidate will be a hands-on leader who manages diverse tasks, including: Facility management Communication with all stakeholders Scheduling and logistics Basic first aid Multigrade instruction support Special Education (0.5 FTE) Willingness and ability to actively support daily special education instruction and serve as a case manager for students. Required Expertise & Leadership The Principal must possess: A deep understanding of early elementary level teaching and learning. Expertise in effective instruction and assessment practices. Demonstrated leadership in the areas of: Listening Teaming and collaboration Developing a strong professional learning community About Mountain Views Supervisory Union Reading Elementary is one of five elementary schools in the Mountain Views Supervisory Union (MVSU). We are proud to have a strong collaborative administrative team and a supportive school board. We welcome the addition of a professional interested in growing with us!

Job Description Primary Location JERICHO ELEMENTARY SCHOOL Salary Range $52,607.00 - $102,058.00 / Per Year Shift Type Full-Time

Burlington School District The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. - Join the journey.” JOB GOALS: Core staff must enjoy working with middle school aged students. They are responsible for planning and implementing activities, interacting with students and their families, working independently as well as with a team and creating an enriching, fun and safe environment that meets all school regulations. The Core Staff must have a positive attitude and serve as a role model to participants in the program. REQUIRED QUALIFICATIONS: Afterschool Core Staff shall meet or exceed the following qualifications: be at least eighteen years of age and have a high school diploma or equivalent Ability to work at least 1 day a week from 2:45 p.m. until 4:30/5:00 p.m. Monday, Tuesday, Thursday and Friday. 1:45 p.m. - 4:30/5:00 p.m. on Wednesday. Maintain high level of attendance, arriving on time, being ready to work, following protocol when absent Ability to effectively manage challenging student behaviors Ability to demonstrate excellent communication with parents, staff and coworkers Ability to be flexible, take initiative and be open to feedback Ability to effectively collaborate with all school-day and afterschool program staff members Knowledge of safety principles and practices as they apply to group activities Experience with direct interaction with students in teaching, care-giving or service delivery. Experience working with diverse populations Knowledge of a variety of recreation and leisure activities and group games Hold current first aid/CPR certification or willing to be trained Enthusiastic, creative, innovative, flexible, imaginative, culturally competent and thoughtful, eager to engage and care for middle school-age youth. Ability to pass a criminal record and background check ESSENTIAL DUTIES: Follow and enforce all program, department, and school rules and regulations Based on interest and skill level, staff may work independently and lead a group of up to 10-12 students through an activity they plan or they may work collaboratively to plan and lead activities with other staff members, as directed by the site leader Plan and lead activities as directed by site leader; submit weekly lesson plans when appropriate and as requested Attend monthly staff meetings and trainings as determined by supervisor Engage students, assume leadership roles, offer constructive solutions/feedback, and take the initiative to resolve challenges Supervise snack time and clean and move tables Provide academic support for students during Homework Help Clean up at the end of the day and use district facilities with care Create and maintain safe spaces that are physically and emotionally safe that support our diverse student population. Report any deficiencies in safety to site leader Facilitate environments that foster youth leadership within programs as appropriate Demonstrate cultural competence and respond to challenging situations appropriately Report all accidents and incidents occurring within jurisdiction to Site Directors and administer proper First Aid/CPR as required Report all suspected incidents of abuse/neglect to site leaders and follow guidelines for mandatory reporting Participate in the program evaluation process Accept constructive feedback from team and use the information to enhance/improve one's work Maintain a positive attitude and working relationship with both students and colleagues Maintain confidentiality of discussions, interactions and written reports Seek and ask for help if needed Respond to emails or phone calls within a reasonable amount of time Report directly to Site Director Perform other duties, as required PHYSICAL DEMANDS: Possess the physical ability to transition quickly from one position to another to meet the needs and ensure the safety of each student Frequent walking, lifting (both light and heavy), pushing, pulling, bending, twisting, reaching, grabbing, stooping, or other physical activities often in multilevel buildings, some without elevator access To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. HOW TO APPLY: Please include a cover letter explaining why you are interested in this position, your previous experience and your availability. Ideal candidates will be able to demonstrate cultural competence, have experience working with youth in educational, summer camp or after school settings and be excited to work with our students.

Mount Mansfield Unified Union School District is seeking an energetic special educator with a love for working with elementary students to work at Jericho Elementary School. The successful candidate should have a strong background in elementary special education strategies and enjoy working as part of a creative hard-working team. Strengths must include the ability to build and foster positive rapport with students and families, effective communication, curriculum modification, as well as comfort with special education rules and regulations. The ideal candidate must have a strong knowledge of best practices when providing individualized and group instruction in literacy and math, Multi-Tiered Systems of Support (MTSS), and Social and Emotional Learning (SEL). Candidates should also have the following. -Active Vermont Special Educator License -Experience in behavioral management techniques/interventions -Strong collaboration skills -Excellent communication skills, both written and verbal -At least 2 years of relevant experience preferred MMUUSD is committed to supporting the success of all learners by eradicating bias in our systems and graduating students with critical literacy and equity literacy skills. Successful applicants will be invested in the success of every learner and expected to engage in continuing capacity building to support diverse learners. We are especially interested in applicants with diverse experiences who share this commitment. We offer an excellent benefits package including medical, dental and life insurance and a competitive salary. Our schools offer a respectful and collaborative work environment and a supportive team atmosphere! For more information about our school district, please visit our web page at ************************ Questions? Please contact Katie Barea at **********************.

Job Description Hand In Hand Creative Learning Center, located in Essex Junction, Vermont, is a child care and preschool center located in a quiet, shaded and remote area conveniently located for parents. We provide a nurturing environment, guides them in making choices that will promote self awareness. We use calm-down time to allow children to help with the opportunity to decide when they are ready to return to an activity as a style of behavior guidance. All of the children in our care are under constant visual supervision during operating hours. We are looking for a highly motivated Teacher Associate to join our team of professionals. Interested candidates must meet the Vermont State Regulations for Teacher Associate. Interested candidates will be responsible for working as a cohesive teaching team, coordinating the curriculum, and managing the day-to-day operational activities of the classroom. Candidates must have an understanding of children's cognitive, social, emotional, and physical development in order to ensure a safe and stimulating classroom environment where children are actively engaged and encouraged to succeed. The candidate must be skilled in communicating with both children and adults in order to meet the needs of the children, effectively guide teacher assistants, and appropriately interact and support families. Duties Duties include, but are not limited to... Plan and implement educational curriculum by developing classroom activities based on Developmentally Appropriate Practices and Vermont Early Learning Standards. Plan activities to promote cognitive, social, emotional, and physical development and learning. Maintain frequent communication with families through a variety of communication means. Ensure all center policies and state regulations are met. Create and maintain a healthy classroom environment in accordance with state regulations and ITERS/ECERS. Maintain accurate observations, curriculum, and assessment within designated time frames. Maintain a personal professional development plan to ensure continuous quality improvement. Requirements Meet the Vermont State Regulations for a Teacher Associate At least twenty (20) years of age High school graduate or a GED Strong oral and written communication skills Ability to work well in a team environment with staff, children and parents A strong understanding of child development. Excellent leadership, organizational, and interpersonal skills Infant / Child CPR First Aid Certification Mandated Reporter Training Background Check and Fingerprinting Clearance Vermont Orientation Training Meet one (1) of the following qualifications At least a Vermont Early Childhood Career Ladder Level Three (3) Certificate; or At least an associate degree from an accredited college with a major or concentration in Early Childhood, Child or Human Development, Elementary Education, or Child and Family Services and at least twelve 12) months experience working with groups of children from grade three (3) or younger; or At least a Certificate of Completion from the Registered Child Care Apprenticeship Program; or At least a Child Care Certificate from the Community College of Vermont and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or At least successful completion of twentyone (21) college credits with an early childhood or school age focus and at least twelve (12) months experience working with groups of children from grade three (3) or younger Benefits Benefits include... Vacation Time Personal Time Holiday Pay Discount Child Care

Description Teacher FLSA: Exempt QUALIFICATIONS: Must hold proper state certification REPORTS TO: Principal and/or other Supervisor TERMS OF EMPLOYMENT: 175 school days, plus 10 days of district professional days, and additional days for orientation with benefits provided according to the Teacher's Negotiated Agreement. ESSENTIAL JOB FUNCTIONS: Participate in curriculum review and design. Implement a variety of effective instructional strategies consistent with lesson objectives. Diagnose and evaluates student abilities and progress in a timely and consistent manner. Monitor student progress and adjust instruction accordingly. Plan a program of study that meets the individual needs, interests, and abilities of the students. Create a classroom environment that is conducive to learning. Assess the accomplishments of students on a regular basis and provide progress reports as required. Refer students for alternative services as provided by the District (ESL, Reading, Special Reading). Effectively implement district initiatives. Effectively collaborate with department and grade level teachers. OTHER JOB FUNCTIONS: Abide by state statutes, school board policies and regulations. Attend meetings and performs duties as assigned by administrators or supervisors. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintain accurate, complete, and correct records as required by law, district policy and administrative regulation. Serve on committees as assigned. Remain current on instructional practices in education. (e.g. instructional technology)

Long-Term Substitute Special Educator Needed Hinesburg Community School (HCS) is seeking an innovative, energetic, and collaborative individual to join our special education team as a Long-Term Substitute Special Educator. This is an immediate opening with an anticipated duration through the conclusion of the 2025-2026 school year. We are seeking a professional with demonstrated leadership, organization, and problem-solving skills who matches our passion for an integrated special education service delivery model within a multi-tiered system of supports. The ideal candidate will demonstrate experience in collaborative teaming (including collaborating with classroom teachers to co-design instruction), knowledge of special education rules and regulations, and a solid ability to integrate a variety of assessment information to develop intervention programs. Only certified teachers will be considered for this position. Please apply directly on Schoolspring. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families. Job ID# 5503964

Job DescriptionDescription: Why You'll Love Working with Us: Do you love working with children, creating a warm and nurturing space where they feel safe, loved, and ready to explore? At the Y, we value early childhood professionals and provide the support and benefits you deserve. Competitive Pay - Earn $18.00-$19.80/hour based on your experience and qualifications. Professional Development - Enjoy 8 in-service days dedicated to training, team meetings, and curriculum planning. Time Off - Get 14.5 paid vacation days, 6 paid holidays, and 3 weeks of Paid Time Off in your first year. Balanced Workload - One dedicated planning day each week. Y Perks - Free YMCA membership and discounts on programs and camps. Health Coverage - Comprehensive medical, dental, and vision insurance Loan Forgiveness - Eligible for Public Service Loan Forgiveness. Growth Opportunities - Ongoing professional development and career advancement. The City is Our Playground - Our location in the heart of Burlington means children get hands-on learning experiences exploring the waterfront, beaches, woods, and Church Street. About Our Center: At the Greater Burlington YMCA, we offer a play-based, emergent curriculum driven by each child's natural curiosity and interests. With locations in both Burlington and Winooski, our early childhood programs celebrate the unique identities of children and families, nurturing social-emotional growth through meaningful play and authentic connections. At the Y, we: Support Social/Emotional Growth Celebrate Diversity Foster Curiosity Strive to Inspire and be Inspired What You'll Do: Assist teachers in implementing engaging and developmentally appropriate activities. Support a safe, nurturing, and stimulating environment for infants and toddlers. Engage in indoor and outdoor play, ensuring children remain active and involved. Help with swim lessons, gym time, and field trips to enrich children's learning experiences. Foster positive relationships with children, families, and fellow staff. Create a calm, restful atmosphere during rest time and provide support to children who do not nap. Assist in maintaining a neat, organized classroom and ensuring licensing requirements are met. Participate in ongoing professional development and training. Requirements: Applicants must meet the minimum qualifications to be eligible for the starting rate of $18.00/hour. Additional compensation is determined based on experience and education aligned with the preferred qualifications. Minimum Qualifications: Must be 18 years of age with a High School Diploma or GED Ability to pass a federal background check and state fingerprinting One year of experience working with children Preferred Qualifications: Completion of a VT Fundamentals Course or at least 3 college credits in child development Certificate of completion of a Child Development Associate Credential (CDA) Full-time experience working with children or youth in an educational, recreational, or programmatic setting, with milestones recognized at 2, 5, 10, and 15+ years. Completion of twelve college credits in child or human development or school age care and education. Associate or bachelor's degree in any field. Formal training or certification experience in trauma-informed care, basic specialized care, or social work. Including completion of professional development or coursework in trauma-informed practices. 2+ years of direct full-time experience in special education or behavioral intervention. Coursework or certification in special education or behavioral intervention. Completion of DEI-specific training, coursework, or certification, with a minimum of 40 hours or the equivalent of a college course. WORK ENVIRONMENT & PHYSICAL DEMANDS: The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in various environments, including classrooms, outdoor play areas, and other program spaces. Ability to lift, carry, or support children up to 35 pounds as needed for care, safety, and engagement. Ability to engage in active participation in all aspects of the program, including assisting with activities such as swimming and gym lessons. This may involve frequent movement, such as kneeling, bending, stooping, crouching, reaching, and standing for extended periods. Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations.

The St. Johnsbury School is seeking applicants for paraeducators to work with students across grade levels for anticipated openings. St. Johnsbury School is a preschool through grade 8 public school located 2 minutes from Exit 21 on I-91. We have approximately 600 students and approximately 250 employees in the school. The successful candidates will have experience working with and building relationships with students. A willingness to work on teams of professionals (including classroom teachers, special educators, physical therapist, occupational therapist, speech language pathologist, behavior specialist, etc.) and with other paraeducators and the ability to follow behavior and academic plans is important. Hours are typically 7:30-2:30 or 7:45-2:45 daily with personal, sick, emergency, and bereavement leave time per a master agreement. Paraeducators must have at minimum of an Associate's Degree, 48 hours of undergraduate credits, or have passed the ParaPro test or an equivalent basic skills assessment. An assessment must be completed prior to starting work if you do not have a degree or 48 credits and can be scheduled with the St. Johnsbury School District. The pay is based on experience working with children and educational level. Entry level qualification pay is $18.61 per hour. An Associates Degree and first year is $20.30 an hour. St. Johnsbury School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

Join Our Exceptional PreK Team! Our district is proud to offer full-day, free public PreK to all district residents, and we are seeking a caring, energetic, and dedicated individual to join our outstanding PreK team. Our program is built on small class sizes-up to 16 students supported by a teacher and an aide-allowing us to provide individualized attention and a nurturing, developmentally appropriate learning environment. This is an exciting opportunity to make a meaningful impact in the lives of three- and four-year-old learners during a critical stage of their growth and development. The school day is 7.5 hours, filled with hands-on learning, play, exploration, and connection. Position Overview The PreK Assistant works closely with classroom teachers to support students' physical, social, emotional, and early academic development. This role is ideal for someone who is patient, warm, flexible, and passionate about early childhood education. Key Responsibilities Collaborate with classroom teachers to support daily instruction and classroom routines Prepare and organize classroom materials, bulletin boards, learning centers, and displays Support instruction by working with individual students and small groups under teacher guidance Build trusting, nurturing relationships that help children feel safe, confident, and valued Supervise students in a variety of settings including the classroom, playground, gymnasium, outdoor classroom, and on field trips Support positive behavior through consistent use of Positive Behavior Interventions and Supports (PBIS) Assist children in developing independence with self-care, hygiene, rest time, and snack/lunch routines Maintain a warm, inclusive, and developmentally appropriate learning environment Participate in at least 15 hours of annual professional development, as required by Vermont childcare licensing regulations Additional Requirements Completion of required annual early childhood professional development Current or willingness to obtain CPR and First Aid certification Why Join Us? Be part of a collaborative, supportive PreK team Work in a district that values early learning and whole-child development Make a lasting difference in the lives of young learners and their families Grow professionally through ongoing training and learning opportunities

Job Description We are seeking a dedicated, warm, and observant Assistant to support our Lead Guides. You will help cultivate a peaceful, prepared environment where children can thrive through self-directed exploration and develop independence, graces and curtesy. This position is ideal for an individual who enjoys working with children and thrives in an active environment. The successful candidate will become a vital part of both our team and our community. Part-time: Yearly Position Time Frame: Now - June 19, 2026, then each school year Days: Monday - Friday Time: 1:00pm - 4:00pm (15+ hrs per week) Pay: $20hr Distance to where we are located: 20 minutes from Planet Fitness in Essex Jct. 28 minutes from Milton 16 minutes from Cambridge 17 minutes from Richmond 22 minutes from Jeffersonville 28 minutes from South Burlington Duties Observe Guide Children: Gently guide children as they work independently, providing support and fostering concentration. Model Montessori Principles: Demonstrate grace, curtesy, respect, and positive behavior at all times. Assist with Daily Routines: Help with personal hygiene (handwashing, bathroom), nap/rest time, and outdoor time. Community Building: Participate in school events, and community activities. Substitute: Be prepared to sub in the absence of a staff Requirements Teacher Assistant: A teacher assistant is at least eighteen (18) years of age, is a high school graduate or has completed a GED, and meets one (1) of the following qualifications: •At least a Vermont Early Childhood Career Ladder Level One (1) or Two (2) Certificate; or •At least a current CDA (Child Development Associate) and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or •At least a State Board of Education approved Human Services Program Certificate that emphasizes child development or early childhood education and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or •At least successful completion of the Fundamentals for Early Childhood Professionals' course or the Vermont Afterschool Essentials Certificate and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or •At least successful completion of a three (3) college credit course in child or human development or a three (3) college credit course for school age care and education and at least twelve (12) months experience working with groups of children from grade three (3) or younger. -High school diploma required; AA or Bachelor's degree preferred. -Experience working with young children (2+ years preferred) -Deep understand and passion for the development of young children -Understanding of the Montessori Philosophy preferred. -Excellent communication, observation, and interpersonal skills -Ability to work collaboratively as a team player. First Aid/CPR - will provide if not already obtained Benefits Paid Professional Development and training Room for growth within the school, if desired

Job Description Toddler's Morning Out (TMO) has been a long-standing early childhood program in the Upper Valley for over thirty-five years. TMO provides play-based learning for toddlers between 18 months and 3 years of age. We play, sing, dance, paint, dig, read, share (and more!) while building creative, confident early learners and wonderful first friendships. At TMO, we also support and educate parents and enjoy enduring relationships with our families. We have an excellent teaching community with staff who have been with our program for many years. We are seeking just the right person to join our great group of teachers! If you enjoy working with very young children we would be happy to talk with you about the details of the position. We anticipate between 5 mornings per week (approximately 4 hours/morning) and generally operate in alignment with the Hanover NH/Norwich VT school calendar. Come play and learn with us at TMO! Duties Creates warm, caring and safe environment for children. Sets up activities, materials and equipment independently, or as directed. Shares responsibility for maintaining orderliness and cleanliness in the classroom. Promotes good hygiene. Supervises activities to ensure safety and well being of each child. Maintains cordial relationships with parents, and relays information to parents. Maintains prompt hours, notifies Director/Lead Teacher of absences, and assists in finding a substitute. Conducts parent/teacher conferences Participates in monthly staff meetings. Completes 15 hours of in-service professional development every 12-month period, as required by VT State Licensing Completes Background Check, fingerprinting Completes VT Child Care Orientation and Mandated Reporter Training Requirements The ideal candidate will have a highschool degree, with additional training/experience in early childhood education or a related field and/or will meet VT state licensing requirements for an assistant teacher. We will assist interested applicants in reviewing educational/licensing requirements. First Aid/CPR certified - TMO will provide training and support if required Background check/Fingerprinting Benefits Paid professional development hours Paid CPR/First Aid Training if required Semiannual bonuses Paid personal days

Lead the Way: Full-Time Special Educator for Community Classroom Woodstock Union Middle and High School is seeking a dedicated and dynamic Special Educator to lead and expand our innovative Community Classroom program. This is a powerful opportunity to support students with diverse needs while shaping a program that fosters independence, community engagement, academic success, and vocational readiness. About the Opportunity This full-time position is ideal for an educator ready to innovate and build strong community connections. You will be responsible for: Program Leadership: Leading and collaborating with a team of talented paraeducators to ensure high-quality, individualized instruction. Direct Student Support (Middle/High School): Providing instruction across academic, vocational, and functional learning domains. Comprehensive Case Management: Overseeing IEP development, progress monitoring, and compliance, ensuring students are integrated into the least restrictive environment. Intervention Specialist: Developing and implementing targeted interventions for students' cognitive, communication, social-emotional, behavioral, mobility, personal care, and self-regulation needs. Wrap-Around Collaboration: Partnering with related service providers (SLP, OT, PT), general education teams, and crucial external agencies (like HireAbility, UVM CDC Cares, HCRS, Rutland Mental Health, and I-Team) to provide comprehensive student and family support. Focus on Transition and Community-Based Learning A core function of this role is preparing students for life beyond high school. You will: Evaluate and enhance programming aligned with best practices in functional academics, life skills, and post-secondary transition planning. Facilitate job exploration experiences, internships, and employment readiness skill development. Coordinate support staff in the community to ensure meaningful, hands-on learning in real-world settings that align with IEP goals. Collaborate with our Center for Community Connections (C3) staff to cultivate partnerships with local businesses to support student employment. What We're Looking For We seek an innovative, flexible, and equity-minded educator who is committed to maximizing student potential. The ideal candidate will: Hold or be eligible for a Vermont Educator License with an appropriate Special Education endorsement. Demonstrate a strong commitment to equity, diversity, and inclusion in education. Possess excellent interpersonal, communication, and collaboration skills. Utilize data-driven decision-making to inform instruction and program development. Have expertise in integrating technology for differentiated instruction. Have experience or a strong interest in transition planning, vocational training, and community-based learning. Why Join Woodstock Union? We are committed to our vision: Locally Inspired, Globally Prepared. We foster an inclusive and culturally diverse learning environment. We encourage applications from candidates with international experience, multilingual abilities, or backgrounds that contribute to diverse perspectives, including out-of-state candidates eligible for Vermont licensure. Competitive Benefits: Includes medical, dental, and vision plans, plus a generous district-sponsored retirement contribution. Professional Growth: Access to embedded PD and tuition reimbursement for up to 6 credits at the UVM graduate rate. If you are a passionate educator eager to lead, innovate, and expand a program that empowers students to achieve independence and career success, we invite you to apply.

Job Description We are looking for a highly motivated individual to join our team of professionals. Interested candidates must meet the Vermont State Regulations for Teacher Associate. Interested candidates will be responsible for working as a cohesive teaching team, coordinating the curriculum, and managing the day-to-day operational activities of the classroom. Candidates must have an understanding of children's cognitive, social, emotional, and physical development in order to ensure a safe and stimulating classroom environment where children are actively engaged and encouraged to succeed. The candidate must be skilled in communicating with both children and adults in order to meet the needs of the children, effectively guide teacher assistants, and appropriately interact and support families. Duties Duties include, but are not limited to... Plan and implement educational curriculum by developing classroom activities based on Developmentally Appropriate Practices and Vermont Early Learning Standards. Plan activities to promote cognitive, social, emotional, and physical development and learning. Maintain frequent communication with families through a variety of communication means. Ensure all center policies and state regulations are met. Create and maintain a healthy classroom environment in accordance with state regulations and ITERS/ECERS. Maintain accurate observations, curriculum, and assessment within designated time frames. Maintain a personal professional development plan to ensure continuous quality improvement. Requirements Candidates must ... Meet the Vermont State Regulations for a Teacher Associate Infant/Child CPR First Aid Certification Mandated Reporter Training Background Check and Fingerprinting Clearance Vermont Orientation Training Strong oral and written communication skills Ability to work well with others(staff, children, parents) and create a team environment. A strong understanding of child development. Excellent leadership, organizational, and interpersonal skills. Benefits Benefits include... Vacation Time Personal Time Holiday Pay Discount Child Care

ESY Special Educator (Anticipated) Needed POSITION OBJECTIVE(S): Consistent with state and federal law, case manages, coordinates and provides an effective and efficient system of Special Education and Support Services designed to meet the needs of assigned students, and effectively integrate students into the least restrictive environment. Special Educators instruct students in basic skills using a variety of approaches and strategies including co-teaching. STUDENT ASSIGNMENT: All students on IEPs and 504 Plans or other students who have demonstrated behavior and/or learning problems that require intervention and instruction, which may include students under the category emotionally-behaviorally disturbed and/or attention deficit disorder with or without hyperactivity, and other students who have demonstrated significant behavior and learning problems that require intensive intervention and instruction. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. PLANNING & PREPARATION Integrates current best practices, research, and special education laws into the education of students with disabilities, to assure compliance with state and federal laws, and to provide the most effective educational program for assigned students. Demonstrates knowledge and understanding of assigned students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school and community context. Serves as liaison to assure a successful transition of assigned students from school to school, or classroom to classroom. Uses assessment information to develop an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services. Researches, coordinates and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP (SLP, Social Worker, OT/PT, internal and external professionals and agencies, and the like). Plans, develops, and monitors and/or delivers extended school year programs for identified students to assure an effective educational program. Provides technical assistance to summer tutors as needed (if applicable). Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate. Administers and/or coordinates a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum based measures, developmental scales, observations, behavior objectives, and the like. Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results. Interprets both educational and clinical findings to accurately determine program eligibility and to assess student progress. LEARNING ENVIRONMENT Creates and maintains an environment of respect and rapport. Effectively serves all children on general caseload and assists with the integration of assigned students into regular classroom settings using the concepts of normalization and least restrictive environment. Coordinates services and assures productive, effective, and efficient use of assigned para-educators. Monitors students for signs of disruptive behavior such as physical aggression, verbal outbursts, and episodes of destructiveness in efforts to curtail such behavior. Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary. Determines appropriate affective and social behavior, identifies children's competencies in their daily living skills, and develops and implements effective student behavior support plan. Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning. Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. INSTRUCTION Effectively provides academic instruction, social skills training and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report. Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support and the like. Teaches students on behavior plans socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement. Uses a variety of social skills curricula to teach pro-social behavior and de-escalation strategies. Assists the classroom teacher in providing effective, timely, and quality feedback on student progress to parents, students and other professionals as needed or required. Has a solid working knowledge of co-teaching practices and is able to implement these in a mainstream setting. Assists the classroom teacher in accurately assessing the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning. OTHER PROFESSIONAL RESPONSIBILITIES Routinely observes student interactions and learning environments in the classroom, school and community to assess instructional effectiveness. Identifies, coordinates, and implements training for teachers, para-educators and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress. Assists the department head and school principal in planning and evaluating program effectiveness and identifying program needs. Prepares and maintains accurate, complete, timely, effective and confidential student records and related reports as required by law, district policy, and administrative regulations. Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, and other individual meetings as necessary. Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs. Participates in EST/CRT functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. Actively participates in school events, workshops, in-service meetings, building level staff meetings, district meetings, and other school and district committees/projects. Responsible for on-going professional growth activities as outlined in ones own Individual Professional Development Plan, consistent with district goals and school action/strategic plans, and as directed by the Director of Special Education/School Principal/ Director of Student Support Services. Keeps abreast of current best practices, research, and special education laws. Acts as a general resource person for classroom teachers, para-educators, and administration; and participates as a leader in teacher training activities (both school-wide and district-wide). Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making. Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the CVSD. SUPERVISION RECEIVED: Reports to and receives general administrative direction from the school-based Director of Special Education. Evaluated by the Director of Special Education with input from the Director of Student Support Services. Receives some technical direction from the Director of Special Education and Director of Student Support Services. SUPERVISORY RESPONSIBILITIES: Assists the Director of Special Education with training, planning and directing the activities of assigned para-educators; plays a key advisory role in evaluating, hiring and continued employment. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. Master's degree or equivalent in Special Education or other appropriate discipline plus relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district preferred. Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator's License. Valid Vermont State driver's license preferred. Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to Special Education regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. 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. Strong Algebra skills required for some positions. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Knowledge and experience of a variety of adaptive equipment and software. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Additional Competencies. The individual in this position must possess the following: Dependability - being reliable, punctual, responsible and fulfilling obligations. Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations. Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job. Attention to Detail - being careful about detail and thorough in completing work tasks. Integrity - being honest and ethical. Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace. Independence - guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families. Job ID#

Full-time Description Why You'll Love Working with Us: Do you love working with children, creating a warm and nurturing space where they feel safe, loved, and ready to explore? At the Y, we value early childhood professionals and provide the support and benefits you deserve. Competitive Pay - Earn $18.00-$19.80/hour based on your experience and qualifications. Professional Development - Enjoy 8 in-service days dedicated to training, team meetings, and curriculum planning. Time Off - Get 14.5 paid vacation days, 6 paid holidays, and 3 weeks of Paid Time Off in your first year. Balanced Workload - One dedicated planning day each week. Y Perks - Free YMCA membership and discounts on programs and camps. Health Coverage - Comprehensive medical, dental, and vision insurance Loan Forgiveness - Eligible for Public Service Loan Forgiveness. Growth Opportunities - Ongoing professional development and career advancement. The City is Our Playground - Our location in the heart of Burlington means children get hands-on learning experiences exploring the waterfront, beaches, woods, and Church Street. About Our Center: At the Greater Burlington YMCA, we offer a play-based, emergent curriculum driven by each child's natural curiosity and interests. With locations in both Burlington and Winooski, our early childhood programs celebrate the unique identities of children and families, nurturing social-emotional growth through meaningful play and authentic connections. At the Y, we: Support Social/Emotional Growth Celebrate Diversity Foster Curiosity Strive to Inspire and be Inspired What You'll Do: Assist teachers in implementing engaging and developmentally appropriate activities. Support a safe, nurturing, and stimulating environment for infants and toddlers. Engage in indoor and outdoor play, ensuring children remain active and involved. Help with swim lessons, gym time, and field trips to enrich children's learning experiences. Foster positive relationships with children, families, and fellow staff. Create a calm, restful atmosphere during rest time and provide support to children who do not nap. Assist in maintaining a neat, organized classroom and ensuring licensing requirements are met. Participate in ongoing professional development and training. Requirements Applicants must meet the minimum qualifications to be eligible for the starting rate of $18.00/hour. Additional compensation is determined based on experience and education aligned with the preferred qualifications. Minimum Qualifications: Must be 18 years of age with a High School Diploma or GED Ability to pass a federal background check and state fingerprinting One year of experience working with children Preferred Qualifications: Completion of a VT Fundamentals Course or at least 3 college credits in child development Certificate of completion of a Child Development Associate Credential (CDA) Full-time experience working with children or youth in an educational, recreational, or programmatic setting, with milestones recognized at 2, 5, 10, and 15+ years. Completion of twelve college credits in child or human development or school age care and education. Associate or bachelor's degree in any field. Formal training or certification experience in trauma-informed care, basic specialized care, or social work. Including completion of professional development or coursework in trauma-informed practices. 2+ years of direct full-time experience in special education or behavioral intervention. Coursework or certification in special education or behavioral intervention. Completion of DEI-specific training, coursework, or certification, with a minimum of 40 hours or the equivalent of a college course. WORK ENVIRONMENT & PHYSICAL DEMANDS: The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in various environments, including classrooms, outdoor play areas, and other program spaces. Ability to lift, carry, or support children up to 35 pounds as needed for care, safety, and engagement. Ability to engage in active participation in all aspects of the program, including assisting with activities such as swimming and gym lessons. This may involve frequent movement, such as kneeling, bending, stooping, crouching, reaching, and standing for extended periods. Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations. Salary Description $18.00-$19.80

Underhill Central School is seeking full-time, energetic and caring Paraprofessional to work with students in Grades K-4. This positions are responsible for providing 1:1 support to students and working in groups with students to assist with Individualized Educational Program (IEP) services. In addition, paraprofessionals provide assistance to special educators and classroom teachers and perform a variety of supportive activities with a diverse population of students. UCS will provide job specific training. Qualified candidates should enjoy working with and engaging with students, have the ability to communicate effectively and work independently. Candidates must be reliable, have the ability to lift up to 25 pounds and stand and/or walk for extended periods of time to support students. We offer an excellent benefits package including paid time off, medical, dental and life insurance and a competitive salary. Our schools offer a supportive and collaborative work environment, flexible scheduling and an awesome team atmosphere! For more information about UCS and our school district, please visit our web page at ************************ MMUUSD is committed to supporting the success of all learners by eradicating bias in our systems. We are especially interested in applicants with diverse experiences who share our commitment and are invested in helping all students know they belong. Questions? Please contact David Marlow, Principal at ***********************