Instructor jobs in Slidell, LA

Xavier University of Louisiana College of Pharmacy Associate/Full Professor - Division of Basic Pharmaceutical Sciences Endowed Chair of Pharmaceutical Sciences Academic Career & Executive Search is pleased to assist Xavier University of Louisiana in its search for Endowed Chair of Pharmaceutical Sciences. The Division of Basic Pharmaceutical Sciences in the College of Pharmacy at Xavier University of Louisiana invites applicants for Associate/Full Professor to serve as the Endowed Chair of Pharmaceutical Sciences. The position is a full-time tenure-track twelve-month faculty position commencing immediately. The ideal candidate will hold a Ph.D. in Pharmacology, Pharmaceutical Science, Medicinal Chemistry, or a related field. The successful candidate will have expertise in basic or translational Pharmacology or Medicinal Chemistry, with a research program focused on cancer therapeutic interventions. Research areas may include, but are not limited to: Gene therapy, targeted therapies, tumor microenvironment, metastasis, therapeutic resistance, biomarkers, nuclear receptor signaling, and immunotherapy. This prestigious position offers an exceptional opportunity to lead groundbreaking research, mentor the next generation of scientists, and contribute to advancing the field of pharmaceutical sciences in a vibrant academic environment. The primary responsibility of the Endowed Chair of Pharmaceutical Sciences is to integrate leadership, research, teaching, and service, with an emphasis on advancing the academic and research objectives of the institution. This leadership role spans several key areas, all aimed at ensuring the division remains a leader in scientific discovery, education, and innovation. The successful candidate will be part of a multi-institutional, collaborative research environment as a member of the Louisiana Cancer Research Center (LCRC). This partnership includes Louisiana State University Health Sciences Center, Tulane University, and Ochsner Health System, working together toward obtaining National Cancer Institute (NCI) Cancer Center designation. Faculty members will have access to core facilities across the campuses of each partner institution, including those at Xavier University of Louisiana (XULA). The ideal candidate for this position will be a visionary leader with a proven track record of advancing basic science. Exceptional academic achievements are essential, as the Chair will play a pivotal role in driving research programs, as well as overseeing development, supervision, and teaching responsibilities. The Chair must also demonstrate a strong commitment to fostering an equitable and diverse environment through leadership and service. Xavier University of Louisiana is dedicated to diversity, equity, and inclusion and is especially interested in candidates who have experience working with individuals and students from diverse backgrounds, reducing barriers, and promoting equity in healthcare. Through XULA and the LCRC, this position offers an attractive and competitive three-year start-up package, with 80% dedicated to research, along with a competitive salary. The Chair will also have access to state-of-the-art laboratory space in a newly constructed facility, which includes a well-equipped animal care research facility. Leadership opportunities are available, including the potential to assume a Program Core or Core Facility leadership role within the NIH-funded RCMI (Research Centers in Minority Institutions) program focused on Cancer Health Disparities at XULA. Additionally, the Chair may have the opportunity to take on co-leadership roles in LCRC programs. DUTIES AND RESPONSIBILITIES Develop and/or sustain a vibrant cancer research agenda including publications and external grant support at the R01 level or equivalent Contribute to the growth and expansion of the University's capacity for cancer research Participate in one or more of the Louisiana Cancer Research Center programs: Tumor Biology, Genes X Environment, Therapeutics and Diagnostics, Population Sciences Teach, mentor, and advise PharmD and MS students in the College of Pharmacy, fostering an environment of academic and professional growth Promote a culture of diversity, equity, and inclusion within the division and university Participate in service activities for the department, university, and community Participate in on-campus department, division, college, and university meetings and assemblies, as well as university convocations and graduation MINIMUM QUALIFICATIONS A Ph.D. in Pharmacology, Pharmaceutical Science, Medicinal Chemistry, or a related science A distinguished record of research achievements in cancer therapeutics, as evidenced by peer-reviewed publications in leading journal and presentations Current or recent R01 and/or R01 equivalent external funding in cancer research with plans to continue obtaining R01 or equivalent external funding (substantial track record of R01 or equivalent funding in cancer research) Demonstrated success in securing external funding from governmental or private sources, with a clear strategy for maintaining at least 80% of salary through grants Experience in teaching and mentoring students at various levels Excellent verbal and written communication skills, with the ability to convey complex scientific concepts to diverse audiences Eligibility for appointment at the rank of Associate or Full Professor, based on experience and scholarly accomplishments Demonstrate commitment to working successfully with a diverse student population Commitment to the mission of Xavier University of Louisiana PREFERRED QUALIFICATIONS Experience with both preclinical and clinical research methodologies in cancer treatment Prior experience teaching undergraduate and graduate-level courses, with a demonstrated ability to engage and inspire students Proven track record of mentoring students, postdoctoral fellows, and junior faculty, fostering their professional development and research skills Evidence of collaborative research efforts across disciplines, contributing to innovative approaches in cancer therapeutics Active involvement in professional organizations related to cancer research and pharmaceutical sciences, including participation in conferences and workshops Strong leadership and organizational abilities, with a commitment to contributing to the growth and success of the division and institution Demonstrated commitment to promoting diversity, equity, and inclusion within academic and research settings About the College of Pharmacy Xavier University of Louisiana's College of Pharmacy is dedicated to bringing minority students into the pharmacy profession and is one of the top four producers of African American Doctor of Pharmacy degrees in the nation. The Division of Basic and Pharmaceutical Sciences is one of the divisions within the College of Pharmacy. This division is responsible for teaching the foundational sciences that underpin the field of pharmacy, such as biology, chemistry, physics, and mathematics, as well as courses related to pharmaceutical sciences, such as pharmacology, medicinal chemistry, and pharmaceutics. Dedicated faculty members are actively involved in cutting-edge research in areas such as drug discovery and development, pharmacology, pharmacokinetics, and toxicology. Our researchers collaborate with other departments and schools within the university to promote interdisciplinary research and education. We provide exceptional training and mentorship to our graduate students and postdoctoral fellows, who pursue careers in the pharmaceutical sciences. Our graduates are well-equipped to contribute to the development of new drugs and therapies through basic and applied research. The Division of Basic and Pharmaceutical Sciences is committed to advancing the field of pharmacy through excellence in education and research. We are proud to contribute to the training of the next generation of pharmacists and pharmaceutical scientists, and to play an essential role in advancing our understanding of drug development principles. About the Institution Founded in 1925 by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, Xavier University of Louisiana is the only Catholic Historically Black College and University (HBCU). Located in New Orleans, the ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. Xavier University of Louisiana's current enrollment is 3,419. Of these, 2,693 are undergraduates and 205 are graduate students enrolled in Masters and Doctoral programs in the College of Arts and Sciences. In addition, there are 518 students enrolled in the College of Pharmacy, which offers the Master of Health Sciences in Physician Assistant Studies, the Master of Science in Pharmaceutical Sciences, and the Doctor of Pharmacy. Xavier's student body is 80% African American, with approximately 37% from Louisiana, primarily from the New Orleans area. Xavier University of Louisiana has been a member of the Louisiana Cancer Research Center, a consortium that also includes Tulane University, LSU Health Sciences Center and Ochsner Health since 2007. The LCRC is focused on developing an NCI Designated Cancer Center focused on cancer health disparities in Louisiana. The LCRC has reorganized into the structure of an NCI center and is aggressively building cancer research and outreach programs. Living in the Area Xavier is located near the heart of New Orleans in a quiet neighborhood dotted with bungalows. An enclosed campus green mutes the urban feel of the encroaching city, and yellow brick buildings have been erected among the older historical limestone structures. Xavier was hard-hit in 2005 by Hurricane Katrina (much of the campus was underwater), but $130 million in renovations as well as the construction of the state-of-the-art Pharmacy Pavilion, Convocation Center, and St. Katharine Drexel Chapel, leave no traces of that tragic event. With a population of 400,000 and a cost of living lower than the national average, New Orleans charms visitors and locals alike with its music scene, diverse cuisine, and refusal to abandon its cultural traditions. But what is truly wonderful about the Big Easy lies at its heart, beyond the casual tourists swaying Mardi Gras beads and late-night strolls down Bourbon Street. The residents of New Orleans are infused with a resilient and welcoming spirit that celebrates eccentricity. To Apply Please apply through the application link and do not email applications. Applications will be reviewed as they are received and should include a cover letter and curriculum vita. Ideally cover letters should not exceed two pages. All applications are treated confidentially. Inquiries, referrals, and nominations are also treated confidentially. Inquiries and questions: Please send to XULAChairPharmSci@acesrch.com. Nominations and referrals: Please send the nominee's name, title, and contact information if available to nominations@acesrch.com. Institution's EEO Statement Xavier University of Louisiana is an Equal Opportunity Employer. Founded in 1925 by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, Xavier is the only Catholic Historically Black College and University (HBCU). Located in New Orleans, the ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service. Xavier University of Louisiana is committed to diversity, equity, and inclusion. The Division of Basic and Pharmaceutical Sciences is especially interested in candidates who have experience working with students from diverse backgrounds, minimizing barriers and increasing equity and completion rates between members of different demographic groups.

Empower Students and Shape Futures! Alternate Perspectives, Inc. (API) is seeking Substitute Academic Instructors to join our team at one of our Job Corps Centers. In this role, you will provide students with academic instruction that leads to skill development and credential attainment, helping them achieve their career and educational goals. If you want to be a part of a dynamic team that helps young people ages 16-24 years old, this job is for you! You will be a part of the nation's most successful youth training and education program, Job Corps, for the past 60 years. What You'll Do: Provide engaging instruction to students in designated academic subjects. Develop and implement lesson plans that support student learning and career readiness. Motivate and mentor students in behavior, education, and study habits. Collaborate with other instructors, counselors, and staff to support student success. Maintain a safe and structured classroom environment conducive to learning. Assist in evaluating and improving academic curricula and instructional methods. Utilize available systems to track student progress and ensure program compliance. Promote Career Success Standards and serve as a positive role model for students. What We're Looking For: Education & Experience: Bachelor's degree and a valid teaching certificate. One year of instructional experience is also preferred. (Degrees must be obtained from an accredited college or university recognized by the U.S. Department of Education) Skills: Strong communication, classroom management, and mentoring abilities. Technical: Basic computer proficiency for student record tracking and reporting. Other Requirements: Valid driver's license with an acceptable driving record (unless waived by management). Employment waivers may be accepted with approval from the Department of Labor (DOL). Why Join Us? Make a lasting impact on students' lives. Enjoy professional growth and career development opportunities. Work in a collaborative, mission-driven environment. Competitive salary and benefits package. The schedule is developed on an as needed coverage basis. If you're passionate about teaching and empowering young adults, apply today! Alternate Perspectives, Inc. is an Equal Opportunity employer - M/F/Vet/Disabled All qualified candidates will receive consideration for all positions without regard to race, color, religion, sex, age, national origin, disability, political affiliation, marital status, sexual orientation, or other non-merit factors.

Job Details Metairie, LA New Orleans, LA Part Time $17.50 - $31.00 Hourly AnyDescription Who We Are: The New Orleans JCC is a state-of-the-art fitness center and pool, a leader in New Orleans early childhood education, a fun-filled summer day camp and so much more. It is a place for adults to take an exercise class, an art class or dance class. A place for children and teens to experience learning through enrichment classes, sports leagues, family activities, and summer camps. The JCC is built on Jewish values, but is welcome to everyone. The mission of the New Orleans Jewish Community Center is to promote and ensure the well-being of our Jewish community and to instill an understanding of Judaism and its heritage by providing a Center where all can enjoy, learn, experience and share in quality activities in a Jewish environment. What You'll Do: Focus on quality experiences and engagement within programs, services, and activities. Provide lessons and offer advice and tips to players at all levels, from beginners to those at advanced stages. Reports any incidents or accidents to the Supervisor. Assists in facility maintenance, routine preventative maintenance, and repair. Helps maintain a monthly inventory of supplies, equipment, and or products. Provides excellent customer service and helps monitor guest feedback. Have a deep knowledge of the intricacies of the game. Maintains the cleanliness of the courts and surrounding areas. Follows the court reservation system to ensure a smooth and even flow of traffic on and off courts. Offers all instructional services including private and semi-private lessons, small groups, clinics, team coaching, and tactics and strategy. Assists in the coordination of all social and competitive events including special tournaments. Implements programs for all age groups. Attend staff meetings. Qualifications Perks! Free Complimentary Fitness Membership 25% Employee Discount JCafe Items 401K Matching What You'll Bring: Preferable Certifications - International Teaching Professional Association (IPTPA and/or Professional Pickleball Registry (PBR). CPR and First aid certification or willingness to obtain within a specified timeframe. Experience working with participants with different ages, skill levels, and varying physical and emotional abilities. Prior experience instructing or playing pickleball. Thorough knowledge of the game. Strong leadership skills. Ability to perform all movements and activities assigned to the clients. Must be able to coach a variety of skill levels. Schedule: Weekly, flexible Let's Talk Money! $17.50-$31.00 per session depending on experience. The New Orleans Jewish Community Center is an Equal Opportunity Employer At the New Orleans Jewish Community Center (NOJCC), we are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and employees without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, disability, sexual orientation, gender identity and/or expression, marital status, veteran service, genetic information, family or parental status, or any other status following applicable federal, state and local laws. The NOJCC expressly prohibits any form of unlawful employee harassment based on any of the characteristics listed here. Improper interference with the ability of NOJCC employees to perform their expected job duties is not tolerated. The NOJCC complies with applicable state and local laws governing nondiscrimination in employment in every location in which NOJCC has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Full-time Description Overview of Project: Air Force Reserve Officer Training Corps (AFROTC) selects, educates, trains, and commissions college students to be officers and leaders of character in the Total Air and Space Force. Additionally, AFROTC instills the values of citizenship, national and community service, personal responsibility, and a sense of accomplishment in college students. Specific Job Responsibilities: Aerospace Studies Instruction Services: The Contractor shall apply knowledge and skills to provide the following services: - Prepare and effectively teach Aerospace Studies Instruction, including Air Force organizational structure, mission objectives, function, procedures, agency regulations, and policy pertaining to the Department of the Air Force, individual and flight operations, tactics, techniques, and procedures. - Provide instruction in accordance with AFROTC academic curricula, syllabi, and other AFROTC-directed or emerging training in various settings on and off campus. -Contractor shall ensure students are properly tested in class and successfully apply theory in practice during training and assessment events outside of the classroom and the academic year. -Plan, synchronize, assist, and coordinate oversight of Leadership Laboratory (LLAB), observation of Cadet physical fitness program, coordinate training for cadet Professional Military Training (PMT) and cadet Professional Development Training (PDT). -Administer the AFOQT and assist in Cadet Evaluation and testing at Field Training events, off-sites, and in classrooms. - Review Cadet academic degree plans as part of Cadet progress reviews, ensure Cadets are making academic progress to graduate on time, and ensuring the completed form is filed in the Cadet's record. - Perform various support activities for cadets utilizing the procedures in AFROTCI 36- 2011, Vol 3, to include Enrollment, Scholarship, Standards, Cadet Actions, and Medical. - Support Cadet Pay Action IAW Holm Center Instruction 65-101; build Cadet records at DFAS, pay actions, textbook payments, and military uniform commutation pay. - Support resource management, administrative functions of resource management, and Regional HQ tracking of Cadet Pay and tuition. Assist with data entries into WINGS to support Cadet travel. - Assist in the tracking of lesson plan updates, distribution of educational materials, and updating of approved academic degree programs for scholarships and categorization at the Detachment, Region, and HQ's level. - Support compliance with the Automated AFROTC Mail Systems (ARMS) messages published in WINGS. - Assist with data entry of information on AFROTC Cadets and Prospects into WINGS or other AFROTC information management systems. - Assist with tracking of Det, Region, and HQ boards. Submit Cadet award packages, officer and enlisted evaluations for review/approval, decorations for review/approval, promotion or Reduction-In-- Force boards, instructor qualifications, and staff packages for AETC master instructor badge nominations - Support Det, Region, and HQ inspections, operational evaluations, and building inspections. - Develop schedules, collect, compile, and distribute eval data, and prepare reports for publication. - Support Cross Town Agreements that may exist with other local colleges and universities, to include various events, training, and exercises. - The Contractor may assist the Recruiting Officer (RO) and other cadre at recruiting and marketing events (such as freshman orientations) by assisting with prospect development and data entry requirements. - The Contractor may assist the AFROTC program with its recruiting mission by participating in and supporting events such as student orientations, college fairs, parades, high school visits, and similar events. - Have been a Commissioned Officer with a minimum grade of Captain with 6 years' experience in the U.S. Air Force Active Component or 10 years total service in the U.S. Air Force Reserve or Air National Guard Component for former and current Guard and Reserve Commissioned Officers. - Meet the academic institution's qualifications and requirements for instructor positions at that institution. Some positions must be approved by the college prior to acceptance as an instructor. Those instructor qualifications are specific to each institution - Possess a thorough knowledge of the Air Force organizational structure, mission objectives, function, procedures, agency regulations, and policy pertaining to the Department of the Air Force. - Have knowledge and experience of Air Force training and operations. Contractor personnel performing as instructors shall possess tactical and leadership skills gained from experience within a Commissioned Officer Air Force Specialty Code (AFSC) without any derogatory performance. - Cannot have had any negative administrative actions/offenses leading to UCMJ actions and no referral performance reports (evaluations). - Have never received a discharge under less than honorable conditions. - Possess computer skills, to include operation of Microsoft word processing, spreadsheets, and graphics programs, performance of user maintenance, Microsoft Windows environments, and familiarity with e-mail and internet environment and operations. - Able to teach effectively in a classroom setting, presenting both standardized instruction and creative workshops. Contract personnel shall maintain certification IAW HCI 36-2601. - AFROTC instructors shall be CPR certified by or to the standard of the American Red Cross and remain CPR certified throughout the span of their employment under this task order. - AFROTC Instructors will be subject to pre-employment and/or random drug testing. - AFROTC Instructors must maintain the physical fitness standards set forth by the Air Force. - AFROTC Instructors will be subject to background checks for Positions of Significant Trust and Authority (POSTA). Requirements · Served on active duty within 5 years of proposed start date · Possess a thorough knowledge of the Air Force organizational structure, mission objectives, function, procedures, agency regulations, and policy pertaining to the Department of the Air Force. · Cannot have had any negative administrative actions/offenses leading to UCMJ actions and no referral performance reports (evaluations). · Have never received a discharge under less than honorable conditions. · Possess computer skills, to include operation of Microsoft word processing, spreadsheets, and graphics programs, performance of user maintenance, Microsoft Windows environments, and familiarity with e-mail and internet environment and operations. · Subject to pre-employment and/or random drug testing. · Subject to background checks for Positions of Significant Trust and Authority (POSTA). Clearance Requirement: None Minimum Education Level Requirement: BA Years of Experience Requirement: 6

Looking for a part-time trainer to teach boxing/Kickboxing bag classes. The bag classes consist of interval training, shadow boxing, circuit training, and boxing/kickboxing bag work dealing with calling out combinations. The classes are in hour classes. No Combat sports experience needed (but highly recommended). You will be trained to teach the bag classes. But if you have experience, then that would be a plus! We are looking for a female or a male with excitement, self-motivated, and comfortable instructing in a group setting. Must be available to teach 5 am class. FITCORP INC (FRANCOS CROSSFIT) is an EEO Employer - M/F/Disability/Protected Veteran Status View all jobs at this company

College: DCC Department: Academic Affairs Sub department: Technical Type of Appointment: Unclassified - Adjunct Duties and Responsibilities: Within the scope of their duties, Adjunct Faculty are expected to: - prepare and provide course or laboratory lectures; - hold office hours in the amount of (30) minutes per lecture/lab course on-campus/site at times convenient for students; - prepare and grade examinations; - maintain class records and report grades; - participate in formative class evaluations and an end-of-the-semester/session evaluation session; and - complete all required/mandated employee training/professional development, as applicable. Required Education: High School Diploma or equivalency Required Experience: Must have at least three (3) years' work experience as a licensed cosmetologist Basic computer skills Required Licenses or Certifications: A valid Louisiana Board of Cosmetology Instructor License Preferred Education: N/A Preferred Experience: Teaching experience Passing pre-employment criminal background screen is required as a condition of employment. “Delgado Community College is a State As a Model Employer (SAME) agency that supports improved employment opportunities for individuals with disabilities.”

Job Description - Emergent Bilingual Instructor About CANO Community Academies of New Orleans (“CANO”) is a relatively new charter school management organization created with the ultimate goal of strengthening and growing strong leadership and strategic operational practices that will launch CANO into the future to becoming a Destination School in the metropolitan New Orleans area. CANO's vision is to build a system of exemplary schools, deeply influenced by our students, families, and communities, with graduates who are committed to being community advocates and leaders. Its mission is to cultivate schools that nurture students' character and critical thinking ability in responsive learning environments, thereby equipping them to be impactful community leaders. CANO will strive for high academic performance at all our schools while securing partnerships and programming that use community assets to support our schools and students. In doing this, CANO brings a fresh, yet grounded, vision to the New Orleans charter landscape and forges a new path ahead for students, families, and communities alike. CANO's Values are: INTEGRITY. We always do the right thing. TEAMWORK. We work and grow together. PASSION. We love our students; our community; our work. DIGNITY. We value and respect every member of our community. COURAGE. We approach challenges with optimism and confidence. About the Role The Emergent Bilingual Instructor is responsible for evaluating, instructing and improving English proficiency in students as well as serving as a resource to the school for Emergent Bilingual concerns. They are responsible for implementing and creating lesson plans for Emergent Bilingual Connectors with effective Emergent Bilingual instruction to meet the language needs of the children.. About the Opportunity Lesson planning, providing resources, modeling Emergent Bilingual strategies, and analyzing data. Maintain required documentation on students with another language other than English- in the Emergent Bilingual file, in Ellevation. Screen and Assess Emergent Bilingual students as required by the school. Assist in home/school/parent communication as needed. Participate in Emergent Bilingual Coaching training and apply new learning. Engage in effective and appropriate classroom management. Update all necessary records accurately and completely as required by laws, district policies and school regulations. Actively participate in strategic long- and short-term planning addressing individual needs of students. Prepare required reports on students and activities. · Participate in department, school, district and parent meetings. Maintain a Teaching Log of students serviced.. Accept and incorporate feedback and coaching from administrative staff. Providing ongoing student evaluation through regularly scheduled grade reporting and parent conferences. Maintain regular communication with administration on the work, schedule, challenges, and successes. Establish and communicate clear objectives for all learning activities Educational Requirements Bachelor's degree or higher in education Two years of teaching experience, preferable with Emergent Bilingual learners Must be Bi-Lingual Knowledge of language acquisition and language development theory and effective instructional practices Adept at analyzing data and planning appropriate instruction Ability to work successfully with adults Knowledge of Emergent Bilingual program requirements Demonstrate an ongoing commitment to their own learning Physical Demands Must be able to remain in a stationary position for 75% of the workday. Able to occasionally move about inside the office and school building to meetings and other assigned duties Occasionally ascend stairs to migrate throughout the workspace More about CANO CANO Schools offer competitive salaries commensurate with experience and a comprehensive benefits package. Aside from extensive professional development, all of our instructional staff members are equipped with a laptop computer, email, and all necessary supplies. We also require all employees to be fully vaccinated and provide proof of the COVID-19 vaccination within 30 days of the date of hire. EEO Statement CANO believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects the diverse backgrounds and experiences of our students. "We celebrate diversity and are committed to creating an inclusive environment for all employees. Community Academies of New Orleans is an EEO employer and prohibits discrimination, harassment or retaliation in accordance with federal, state and local laws."

College: DCC Department: Academic Affairs Sub department: Technical Type of Appointment: Unclassified - Adjunct Duties and Responsibilities: Within the scope of their duties, Adjunct Faculty are expected to: - prepare and provide course or laboratory lectures; - hold office hours in the amount of (30) minutes per lecture/lab course on-campus/site at times convenient for students; - prepare and grade examinations; - maintain class records and report grades; - participate in formative class evaluations and an end-of-the-semester/session evaluation session; and - complete all required/mandated employee training/professional development, as applicable. Required Education: High School Diploma or equivalency Required Experience: Applicant must have a minimum of 5 years of experience as a welder Required Licenses or Certifications: N/A Preferred Education: Certificate of Technical Studies or higher from an accredited college or university Preferred Experience: American Welding Society (AWS) certifications Teaching experience Passing pre-employment criminal background screen is required as a condition of employment. “Delgado Community College is a State As a Model Employer (SAME) agency that supports improved employment opportunities for individuals with disabilities.”

College: DCC Department: Academic Affairs Sub department: Arts and Humanities Type of Appointment: Unclassified - Adjunct Duties and Responsibilities: 50% Teaching assigned course(s). 50% preparing course materials, hold 30 minutes office hours per course, prepare and grade examinations, input grades in college systems, maintain and submit class records, and complete all required/mandated employee training/professional development as applicable. Required Education: Master's degree in Sociology or Master's degree with a minimum of 18 credit hours of graduate-level Sociology courses Required Experience: Experience teaching in a higher education setting required. High level of written and oral communications skills required; experience working with adults from diverse backgrounds and cultures. Required Licenses or Certifications: N/A Preferred Education: N/A Preferred Experience: Minimum of 2 years teaching Sociology or related field in a higher education setting. Passing pre-employment criminal background screen is required as a condition of employment. Delgado Community College is a State As a Model Employer (SAME) agency that supports improved employment opportunities for individuals with disabilities.

College: DCC Department: Academic Affairs Sub department: Business and Technology Type of Appointment: Unclassified - Adjunct Duties and Responsibilities: 50% Teaching assigned course(s). 50% preparing course materials, hold 30 minutes office hours per course, prepare & grade examinations, input grades in college systems, maintain class records, and complete all required/mandated employee training/professional development as applicable. Required Education: Master's Degree with 18 graduate credit hours in Accounting Required Experience: Experience in teaching Accounting or related field in higher education Required Licenses or Certifications: N/A Preferred Education: Graduate hours in Accounting Preferred Experience: Minimum of 2 years teaching in Accounting or related field in a higher education setting Passing pre-employment criminal background screen is required as a condition of employment. “Delgado Community College is a State As a Model Employer (SAME) agency that supports improved employment opportunities for individuals with disabilities.”

SALARY RANGE: UNCERTIFIED $54,560 - 57,970 CERTIFIED $61,667 - $90,223 Additionally: 1) Ad Valorem - 2.40 parish property (ad valorem) tax mills are dedicated to employee salaries. The annual receipts from this tax are distributed to employees twice a year, one-half in January and one-half in June. The amount of each employee's supplement is the employee's salary multiplied by the annual percentage (computed each year based on actual tax revenues). 2) 8% of salary - Dance Team Sponsor Job Goal To foster a positive and engaging learning environment that supports the academic, social and emotional development of all students. The Teacher will implement effective instructional strategies, utilize data-driven decision-making and collaborate with colleagues, parents and the community to enhance student achievement and personal growth. Additionally, the Teacher will commit to continuous professional development and uphold high standards of educational excellence. This individual will serve as the Dance Team Sponsor for Belle Chasse High School, providing leadership and supervision for all dance team activities, including after-school practices and athletic events, competitions, performances, and required travel. In addition, will ensure compliance with school, district, and LHSAA guidelines while supporting student development, teamwork, and school spirit. Qualifications (minimum education, licensure, skills and/or experience) Required * Bachelor's degree from an accredited institution. * Louisiana Teaching Certificate, Type A, B, C, Level 1, 2, 3, Temporary, Practitioner, Career & Technical Trade & Industrial Education (CTTIE) or Ancillary. * Knowledge of subject matter and instructional strategies. * Effective classroom management skills. * Strong communication and interpersonal skills. * Commitment to student learning and success. * This position requires the demonstration of professional behaviors in accordance with Louisiana Act 311, including respectful conduct, classroom management and adherence to district policies. These expectations are part of performance valuations under Bulletin 130. Preferred * Master's degree in Education, or a related field, from an accredited institution. * Additional certifications (e.g., Special Education, English as a Second Language [ESL], National Board Certification). * Previous teaching experience. * Experience working with diverse student populations. * Exposure to technology integration in the classroom. * Familiarity with Louisiana Student Standards and state assessments. * Working knowledge of Google Workspace. Essential Duties and Responsibilities 1.0 Instruction 1.1 Standards and Objectives (SO) * Communicates learning objectives and state content standards. * Aligns objectives and expectations to the depth and rigor of the state standards. * Synchronizes lesson content to the objectives of the high-quality instructional materials. * Coordinates sub-objective / prerequisite skills to the lesson's major objective. * Connects learning objectives to what students have previously learned. * Clearly articulates expectations for student performance. * Displays learning objectives. Produces evidence that students are progressing or demonstrating mastery of the objective(s). 1.2 Motivating Students (MS) * Organizes content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students. * Develops learning experiences where inquiry, curiosity and exploration are valued. * Reinforces and rewards effort regularly. 1.3 Presenting Instructional Content (PIC) Consistently presents instructional content that includes: * Visuals that establish the purpose of the lesson, previews the organization of the lesson and includes internal summaries of the lesson. * Provides examples, illustrations, analogies and labels for new concepts and ideas. * Demonstrates performance expectations. * Clarifies criteria on how students can be successful. * Communicates concisely. * Sequences and segments logically. * Presents essential information. * Presents no irrelevant, confusing, or nonessential information. 1.4 Lesson Structure and Pacing (LS) Begins lessons promptly. * Structures lessons structure coherently, based on the content and has a beginning, middle and end, with time for reflection to ensure student understanding. * Paces appropriately and sometimes provides opportunities for students who progress at different learning rates. * Establishes and/or demonstrates routines for distributing materials are efficient. * Maximizes instructional time where there is minimal loss during transitions. 1.5 Activates and Materials (ACT) * Incorporates activities and materials to include a majority of the following: * Furnishes activities and materials that support the lesson objectives, are challenging, elicit a variety of thinking, provides time for reflection; and provides content that is relevant to students' lives. * Provides activities and materials that are student centered, sustains students' attention, provides opportunities for student-to-student interaction, evokes student curiosity and suspense and provides students with choices when appropriate and aligned to the learning objectives. * Furnishes multiple materials that incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). 1.6 Questioning (QU) * Questions students in a varied and high-quality manner, providing an appropriate mix of question types based on content knowledge and comprehension, application and analysis and creation and evaluation. * Inquires students in a purposeful and coherent way. * Queries students with the appropriate frequency to engage students in critical thinking. * Asks questions to students that are sequenced with attention to the instructional goals. * Provides appropriate wait time (three to five [3-5] seconds). * Probes students in a manner that requires active responses (e.g., whole-class signaling, choral responses or group and individual answers). * Calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond. 1.7 Academic Feedback (FEED) * Provides oral and written feedback is academically focused, frequent and high-quality. * Gives feedback during guided practice, throughout the lesson and during review of independent work assignments. * Circulates during instructional activities to support engagement and monitor student work. * Uses feedback from students to monitor and adjust instruction 1.8 Grouping Students (GRP) * Arranges varied instructional grouping (whole class, small groups, pairs or individual) to adequately enhance student understanding and learning efficiency. * Sets expectations that are understood by students. * Facilitates instructional groups where students take responsibility for their roles, tasks and group work expectations so they can have meaningful and productive collaboration. * Holds students participating in groups accountable for group work and individual work. * Arranges instructional group composition, varying as necessary, to accomplish the goals of the lesson. * Organizes instructional groups to facilitate opportunities for students to set goals, reflect on and evaluate their learning. 1.9 Teacher Content Knowledge (TCK) * Displays accurate content knowledge and understanding of both state standards and high-quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach. * Implements subject-specific instructional strategies to enhance student content knowledge. * Highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 1.10 Teacher Knowledge of Students * Practices display understanding of students' anticipated learning abilities and needs. * Exercises incorporating student interests and backgrounds. * Provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 1.11 Thinking (TH) * Engages students in multiple types of thinking, including: analytical thinking, where students analyze, compare and contrast and evaluate and explain information; practical thinking, where students use, apply and implement what they learn in real-life scenarios; creative thinking, where students create, design, imagine and suppose; and research-based thinking, where students explore and review a variety of ideas, models and solutions to problems. * Enables students to generate a variety of ideas and alternatives, and analyze problems from multiple perspectives and viewpoints. 1.12 Problem-Solving (PS) * Uses and/or engages students in multiple problem-solving techniques including abstraction, categorization, drawing conclusions / justifying solutions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant / irrelevant information, generating ideas and creating and designing. 2.0 PLANNING 2.1 Instructional Plans * Provides some evidence of the internalization of the instructional plans from the high-quality curriculum. * Aligns objectives to state standards and aligned high-quality curriculum, both in content and in rigor. * Facilitates activities, materials and assessments that: * Are aligned to state standards, content includes high-quality curriculum and states success criteria; * Are sequenced and scaffolded based on student need; * Build on prior student knowledge; and * Provide appropriate time for student work and lesson closure. * Supplies evidence that the plan is appropriate for the age, knowledge and interests of learners. * Furnishes confirmation that the plan provides opportunities to accommodate individual student needs. 2.2 Student Work Facilitates assignments that: * Are aligned to the rigor and depth of the standards and curriculum content; * Are aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction; * Compel students to interpret information rather than reproduce it; * Asks students to draw conclusions and support them through writing; and * Require students to connect what they are learning to prior learning and life experiences. 2.3 Assessment Utilizes (develops) assessments that: * Are aligned with the depth and rigor of the state standards and content, including curriculum resources; * Are designed to provide feedback on progress against objectives; * Use a variety of question types and formats to gauge student learning and problem-solving; * Measure student performance in more than two (2) ways (e.g., in the form of a project, experiment, presentation, essay, short answer or multiple choice); * Require written responses as appropriate; and * Include performance checks and student reflection on performance throughout the school year. 3.0 ENVIRONMENT 3.1 Expectations * Engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access. * Encourages students to learn from mistakes. * Creates learning opportunities where all students can experience success. * Completes their work according to teacher expectations. 3.2 Engaging Student and Managing Behavior * Engages students in behaviors that optimize learning and increase time on task. * Establishes rules for learning and behavior. * Uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. * Recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. * Addresses students who have caused disruptions, yet sometimes he/she addresses the entire class. 3.3 Environment Fosters a classroom that: * Welcomes all students and guests; * Is organized to promote learning for all students; * Has supplies, equipment and resources accessible to provide opportunities for students; * Displays current student work; and * Organized to promote individual and group learning. 3.4 Respectful Conditions * Promotes teacher-student interactions that are generally positive and reflect awareness and consideration of all students' backgrounds. * Cultivates an environment where teacher and students exhibit respect and kindness for each other, where the classroom is free of unhealthy conflict, sarcasm and put-downs. * Exhibits a receptive attitude to the interests and opinions of students. 4.0 PROFESSIONALISM 4.1 Growing and Developing Professionally * Prepares and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested. * Attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings. * Develops and works on a plan for new learning based on an analysis of school improvement plans and new goals, self-assessment and input from the teacher and school leader observations. * Participates in self-reflection and growth by selecting specific activities, content knowledge or pedagogical skills to enhance and improve his/her proficiency. * Reflecting on Teaching * Makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-reflection after each observation and offers specific actions to improve his/her teaching. * Accepts responsibilities contributing to school improvement. * Utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions. * Supports school activities and events. 4.3 School Involvement * Supports school activities and events (e.g., parent / teacher conferences, orientations / back-to-school nights, graduations, etc.). 4.4 School Responsibilities * Accepts responsibility and/or assists peers in contributing to a safe and orderly school environment. * Adheres to system and school policies. * Keeps timely and professional records. Additional Responsibilities * As required for special-education or gifted / talented assignments, the teacher: * Develops measurable Individualized Education Program (IEP) goals and short-term objectives in collaboration with the IEP team. * Aligns daily lesson plans, materials and assessments with each student's IEP accommodations, modifications and present levels of performance. * Differentiates instructional methods (e.g., multisensory techniques, scaffolded tasks, alternative formats) to address diverse learning profiles and disability-specific needs. * Implements evidence-based interventions and specialized curricula (e.g., Direct Instruction, Structured Literacy, Life-Skills programming) with fidelity. * Collects and analyzes progress-monitoring data at the frequency required by the IEP, documenting growth and adjusting instruction accordingly. * Maintains accurate compliance records including IEP paperwork, service logs, accommodation checklists and parent communication notes within mandated timelines. * Coordinates and facilitates annual and interim IEP meetings, ensuring parent / guardian participation and incorporation of related-services input. * Collaborates with general-education teachers to embed accommodations, co-teach lessons and support inclusive practices across settings. * Manages classroom environments that promote positive behavior by applying individualized Behavior Intervention Plans (BIPs) and proactive strategies (e.g., Positive Behavior Interventions and Supports [PBIS], Crisis Prevention & Intervention [CPI]). * Utilizes assistive technology and adaptive equipment (e.g., augmentative and alternative communication [AAC] devices, switch interfaces, specialized seating) to maximize access to the curriculum. * Guides Teachers Aides and related-service providers by modeling instructional supports, delegating tasks and monitoring implementation fidelity. * Communicates regularly with families regarding student progress, upcoming IEP milestones and strategies for reinforcement at home. * Participates in ongoing professional development on disability-specific instructional practices, legal requirements and inclusive education trends. * Maintains all certification and licensure requirements in accordance with Louisiana Revised Statute 17:7 and Bulletin 746 (Louisiana Standards for State Certification of School Personnel). * Performs other job-related duties as assigned to meet the needs of the school and district. * Contributes to district-wide projects and collaborates with other departments on cross-functional goals. * Maintains a valid driver's license and a clear driving record, follows all district policies and state regulations for safe vehicle operation, reports any incidents affecting their ability to drive immediately to their supervisor and ensures proper care, maintenance and responsible use of district vehicles if required to use a district vehicle for assigned duties. Act 311 In accordance with Act 311, the following duties have been added to this job description to ensure clarity regarding the responsibilities encompassed within this position. These duties are considered part of the employee's standard job expectations and are compensated within the established salary structure. Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms and reports: Instructional Components * Fulfill duties traditionally expected of those in the teaching profession. * Plan for lessons. * Instruction. * Collaborate with colleagues and departments. * Grade papers. * Enter / average grades. * Take and record attendance. * Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. * Contribute to committees or task forces for school improvement initiatives. * Study and implement educational or coaching best practices and techniques. Supervision * Supervision of students when students are on or off campus at a school related / sponsored event. * Supervision of students prior to school and/or drop-off, when assigned. * Supervision of students in the classroom. * Supervision of students between classes, during recess / intermission, during lunch, assemblies. * Supervision of students after school and/or pick-up, when assigned. Non-instructional Components * Attend meetings generally associated with the instruction of students. * Attend faculty, staff and department meetings. * Attend training sessions. * Attend IEP meetings. * Attend parent / teacher conferences. * Attend back-to-school and open-house events. * Attend graduation. * Attend evaluation, observation, intensive assistance plan, 504 and student discipline meetings / hearings. * Attend School Board / committee meetings upon request. * Clean and organize classroom or sports facilities. Extracurricular Activities * Attend / work concessions / gates of athletic events as requested by the principal or his/her designee. * Attend all meetings and functions of those activities, clubs or groups of which the employee is a sponsor. Events Attended by Such Employees: * Parent / Teacher Organization (PTO) nights * Fall / Spring Festival * Any sporting events gate / concessions * Gaming Club (e-sports) * Dual Enrollment / Free Application for Federal Student Aid (FAFSA) night * Parent Orientations * Awards Banquets * Literacy Nights * Science & Math Nights * Prime Time Events * Test Prep Nights * Report Card pick-up * School Dances * School ceremonies / programs * After or before school detention * Attendance recovery * Science, Technology, Engineering and Mathematics (STEM) Club * Distributive Education Clubs of America (DECA) * Band, choir concerts / rehearsal * Book Clubs * Academic Honors Club (e.g., BETA) * Student Council * Honor Societies meetings * Fundraising events * Quiz Bowl practice and competitions Physical Demands This role primarily operates in an indoor, climate-controlled environment, with exposure to minimal temperature variations. The usual methods of performing job functions require light lifting (ten to twenty [10-20] pounds), carrying, pushing and pulling with frequent engagement in activities such as standing, walking and sitting. Additional physical requirements include ability to sit for prolonged periods; frequent use of hands and fingers for typing, data entry and computer-based tasks or other responsibilities; extended use of a computer for data analysis, report generation, communication and administrative duties; manual dexterity for various responsibilities; and adaptability to switch between multiple tasks and manage interruptions. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Equal Opportunity Employer The Plaquemines Parish School System is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, age, disability, religion or any other legally protected status in its educational programs, activities or employment practices. The district is committed to fostering an inclusive and diverse workplace where all individuals are treated with fairness and respect.

DETAILS ReNEW Schools is seeking a motivated, innovative, and collaborative substitute teacher for 3rd and 4th-grade Social Studies to cover a teacher on leave. A strong candidate will embrace ReNEW's culture and diversity. is located at ReNEW Dolores T. Aaron Elementary Compensation: $150 per day WHO WE ARE ReNEW Schools is reinventing education in New Orleans by changing the status quo with innovative ways to prepare our students for college and beyond. At ReNEW, we ensure that students are academically and emotionally prepared to access the full range of life choices that are the fundamental right of every child in the city. WHAT YOU'LL DO Follow lesson plans provided by the regular teacher to create a cohesive and consistent learning experience for students Manage the classroom effectively to encourage student participation, minimize distractions and maintain a positive learning environment Adapt teaching methods to fit the needs of students Supervise students in and out of the classroom, including in the halls, on the playground, and in the cafeteria Provide in-class and at-home assignments based on the available lesson plan For long-term substitutes: develop lesson plans and assignments consistent with the regular teacher's past lesson plans WHAT YOU BRING In addition to the expectations listed above, you will bring the following to our schools and students: A passion for students, learning, and motivating students to succeed HS Diploma required; Bachelor's Degree preferred Must have experience working with students in a structured setting

Job Description Adjunct Faculty Needs COTK College is Church of the King's biblically based leadership training institution, offering a non-accredited certificate program in ministry leadership for students ages 18-24. Through an agreement with Oral Roberts University (ORU)-a fully accredited Christian university-students may pursue accredited bachelor's degrees in several majors while participating in COTK College courses. Adjunct instructors at COTK College are therefore teaching courses that support students in an accredited university program through ORU. Adjunct faculty responsibilities include teaching assigned subject areas and leading class discussions, guiding group assignments, grading and recording student work, maintaining accurate attendance and performance records, conducting student conferences and mentorship meetings, collaborating with university administrative staff, and navigating ORU's online platform and student information system. Current Openings Oral Roberts University at Church of the King is currently seeking adjunct instructors to teach the following courses: LHUM 204 - Understanding Modern Western Civilization Survey of philosophical, religious, political, economic, artistic, and aesthetic developments of human culture and civilization. Focus on the Modern world, including the Enlightenment, French Revolution, Industrial Revolution, World Wars, globalization, and Post-Modern culture. LHIS 111 - American History Survey II Covers political, economic, social, foreign policy, and cultural developments in U.S. history since 1877. Students develop a personal synthesis of American history. LHPE 171 - Discovering Health Fitness I Introduces the relationship of physical activity and fitness to health. Emphasis on cardiorespiratory conditioning, healthy lifestyle, consumer health information, and includes a weekly physical activity lab. LHPE 172 - Discovering Health Fitness II Continuation of LHPE 171, with focus on total body fitness: cardiorespiratory health, nutrition, body composition, musculoskeletal fitness, and stress management. Includes weekly physical activity lab. LHPE 101-CTK - Fitness for Life I Opportunity for students to continue developing, implementing, and monitoring a personal fitness program. Includes textbook-based assignments to strengthen foundational knowledge. LHPE 102 - Fitness for Life II Continuation of LHPE 101, with emphasis on creating a personal health and wellness plan based on nutrition, weight control, cardiovascular health, and stress management. LMAT 151 - Math and Society Explores patterns and order in the universe using inductive and deductive reasoning. Topics include problem-solving, statistics, finance, and logic. LMAT 105 - College Algebra Covers number systems, absolute value, inequalities, domain, range, local extremes, zeros, relations, and functions (linear, polynomial, rational, radical, absolute value, exponential, and logarithmic). LACT 215 - Financial Accounting Principles of financial accounting with emphasis on the balance sheet, income statement, and bookkeeping systems. Includes deferrals, accruals, adjusting and closing entries, special journals, voucher systems, and payroll accounting. LACT 216 - Managerial Accounting Continuation of financial accounting with emphasis on partnerships, corporations, and managerial topics such as manufacturing accounting, control accounting, CVP relationships, financial analysis, and cash flow. LBUS 320 - Quantitative Analysis (Major) Study of data interpretation for business decision-making, including probability theory, linear programming, algorithms, inventory models, PERT/CPM, forecasting, and other quantitative methods. LBUS 372 - Business Ethics Explores relationships among business, nonprofits, churches, and government. Emphasis on leadership, social responsibility, and current public policies impacting business. Essential Qualifications Master's degree from an accredited institution with 18 graduate semester hours in applicable subject field Prior teaching experience preferred Excellent communication and teaching skills Basic computer literacy; must have a current laptop Availability to teach in-person courses (Tuesdays & Thursdays, 8:00 am-7:00 pm; classes are 1.5 hours each, twice per week) Commitment to serve as a role model and mentor to recent high school graduates and young adults Dedication to undergraduate education, professional growth, service, and scholarship in a distinctively Christian environment Agreement with the mission, institutional goals, core values, and doctrinal statements of Church of the King, COTK College, and ORU Eligible to work in the U.S. Demonstrates outstanding Christian character Application Process Applicants should first apply online through the COTK College/ORU application portal. After completing the online application, please email the following materials to ******************************* Cover letter and CV/résumé Names and phone numbers of three professional references Copies of transcripts (unofficial accepted for application; official required for employment) Course titles and descriptions showing at least 18 graduate-level credit hours in the relevant subject area Statement of teaching philosophy Following preliminary screening, selected applicants may be invited to submit: Three letters of recommendation Official graduate transcripts Background check Representative course syllabi Applications will be reviewed on a rolling basis until positions are filled.

Physics Laboratory Instructor- Part-Time Dillard University, classified by the Carnegie Commission on Higher Education as a balanced Arts and Sciences sciences/ professions institution, located in the culturally rich and diverse city of New Orleans, Louisiana invites qualified applicants to apply for the position of Adjunct Instructor of Physics in the School of Science, Technology, Engineering and Mathematics (STEM), for the Spring 2021 semester. Qualification : A Ph.D., M.S. or M.A. in any field of physics or science education from an accredited institution is required. : This is a physics adjunct/ part-time position. The appointment is effective January 2022. This position reports to the Chairperson of the School of Science, Technology, Engineering and Mathematics (STEM). Job Requirements: Teaching responsibilities will include up to 9 hours lecture and/ or lab per week. Application: Applications should be submitted via the Employment webpage located on the Dillard University website. Complete applications consist of a cover letter, curriculum vitae, one-page statement of teaching philosophy, unofficial transcript of highest degree earned (official transcripts will be required later of all finalists), and three letters of recommendation describing the applicant's teaching skills. Dillard University is an equal opportunity/affirmative action employer. Individuals who require reasonable accommodations under the Americans with Disabilities Act in order to participate in the search process should notify the Office of Human Resources. Deadline: Review of applications will begin immediately and will continue until the position is filled. The positions begin January 2021. Summary of Part-time Faculty Member Duties and Job Requirements Academic Advising Part-time faculty members do not serve as student academic advisors. Environment Part-time faculty members work in classrooms, offices, labs, and related venues to accomplish educational and research activities. Meetings Part-time faculty members are not expected to attend and participate in program, school, college and General Assembly meetings. Office Hours Part-time faculty members are not required to schedule officer hours; however, they are asked to make themselves available either immediately before or after class meetings. Physical Requirements Communicate with students, staff and colleagues. Read academic texts and materials, student papers, etc. Operate a personal computer and audio-visual equipment. Stand or sit for up to one to three hours at a time. Fly or drive to off-site meetings or conferences. Move around campus for classes and meetings. Other requirements as specified by a job description. Scholarly Activity Each part-time faculty member is expected to stay current in his/her field. Teaching Part-time faculty members may be assigned up to nine credit hours each semester. Part-time faculty members are expected to prepare for and meet their teaching responsibilities for every class. University/Community Service At his/her discretion, part-time faculty members may participate in activities relating to university programs, courses, governance, etc., or community activities that impact on, or are impacted by, the University and which contribute to the growth and development of students, the university and the community. Hiring Manager Dr. Lovell Agwaramgbo

RMGS, Inc. is currently recruiting Weapons Based Course Instructors in Gulfport, Mississippi in support of the Center for Security Forces (CENSECFOR). Roles and Responsibilities Minimum of two (2) years documented tactical military operational experience involving the following: Basic Tactical Communications Convoy Operations - Basic Small Arms Tactical Shooting Counter Improvised Explosive Devices (C-IED) Mission Planning Basic Tactical Movement Basic CBRNE Procedures Tactical Decision Making (Shoot/Don't Shoot) Deliver a wide variety of training topics, as well as providing instructional and safety support for live-fire weapons training. Shall have a minimum of 2 years' experience in delivering weapons-based courses-of-instruction which include live-fire training and possess/be capable of demonstrating modern dynamic combat shooting skills. Must be familiar with the M9 Service Pistol and M4 Carbine and capable of achieving and maintaining a “Sharpshooter” qualification score with assigned weapon(s) during their initial and all qualifications throughout the duration of the contract. Have 2 years of experience as an instructor delivering training. Have knowledge of basic and advanced training techniques to include classroom management, Classroom Assessment Techniques (CATs), and student motivation. Have knowledge of computer technology application as it applies to instructional presentation and the use of classroom training aids. Possess high personal standards of technical knowledge and professional competence in delivering training material. Possess the ability to perform in a military environment. Possess a familiarity with the organization and hierarchy of the U. S. Navy, military rank/grade structure. Possess above average communication skills and the ability to comprehend both verbal and written instructions. Required Qualifications and Experience Have attended the Navy Instructor Training Course (NITC) (A-012-0077) (or military service equivalent), or Academic credentialing (teacher/professor), or Instructor training via an academic institution. Academic ITC requirements should contain at a minimum, these Learning Objectives: Effective communication and questioning techniques Adult learning theory and principles Instructional Delivery methods Lesson delivery performance laboratory Training environment management Inter-personal skills Evaluation and Feedback Company Overview RMGS, Inc. is a growing small business headquartered in Virginia Beach, Virginia. We provide security-related training and advisory services to the U.S. Government, allied nations, and private industry. We are an equal opportunity employer. RMGS, Inc. does not discriminate on the basis of race, color, religion, gender, sexual orientation, national origin, political affiliation, parental status, age, veteran status, medical condition or disability, genetic information, or any other protected status under federal, state, or local law. Company Benefits RMGS, Inc. offers the following benefits as applicable: Medical, dental, and vision insurance and/or TRICARE supplemental insurance Short- and long-term disability insurance Accidental death and dismemberment insurance Group and supplemental group life insurance Supplemental Insurance for Accident/Critical Illness 401(k) Workers' compensation Direct deposit Post-hardship differential and danger pay Medical evacuation insurance Short-term and high-risk life insurance.

Job Description/Overview: The position of Mathematics Instructor is now available for qualified applicants. Applicants interested in this position must have a master's degree with 18 graduate hours in Mathematics. A master's degree or higher in Mathematics is preferred. Applicants will be expected to teach mathematics courses ranging from Intermediate Mathematics to higher mathematics such as Linear Algebra and Differential Equations. Individuals must have a thorough understanding of the use of technology as a supplemental instructional tool and express an aspiration toward life-long learning and an awareness of working as a member of a departmental team. Duties will include but are not limited to: instruction of mathematics courses, membership on college committees, sponsorship of student organizations, and advisement of students in math-related fields as well as General Studies students.

Thank you for your interest in employment with Southeastern Louisiana University. Southeastern Louisiana University's Department of Teaching and Learning within the College of Education invites applications for the position of Assistant Professor of Teaching and Learning (tenure-track). The appointment begins August 2026. This position is not remote and requires a full-time, on-site presence in Hammond, LA. REQUIRED QUALIFICATIONS Earned doctorate in special education or doctorate in education with at least 18 graduate credit hours in special education. ABD candidates expecting to complete degree requirements prior to appointment date may be considered. Credentials and/or experience in teaching special education in P-12 or post-secondary schools. Successful record of scholarship and service or demonstrated potential for success. Experience or demonstrated interest in face-to-face teaching, online teaching, and field-based clinical supervision. Experience or demonstrated interest in making significant contributions to program improvement and innovation. Demonstrated interest in meaningful engagement with P-12 partners. PREFERRED QUALIFICATIONS Graduate credit hours, teacher certification, and/or experience related to P-12 setting roles of early interventionist or educational diagnostician. REQUIRED DOCUMENTS Cover letter Curriculum vitae Unofficial copies of all graduate transcripts Posting Close Date February 25, 2026 Please Note: Applications must be completed and submitted by 11:59 p.m. on the posting close date to ensure consideration. Southeastern Louisiana University is committed to fostering an environment of inclusion, respect and appreciation of differences in individuals. Southeastern is also designated as a State as a Model Employer (SAME) agency and provides assistance to persons needing accommodations or with the accessibility of materials. How to Apply: Click on the Apply button and complete an electronic application which can be used for this vacancy as well as future vacancies. Any required documents should be attached under the Resume/CV section of your application. If all required documents are not attached you will NOT be considered.

Chartpak, Inc. is an art and office supply company located in Leeds, MA. Chartpak is the parent company of Grumbacher art supplies, the US distributor of Koh-I-Noor drawing supplies, and host of the online artist community, thalo.com. Watercolor, acrylic painting and/or drawing instructor wanted to teach art classes at the Michaels store in Metairie, LA This is a part-time, permanent position. This is a great opportunity for an artist who would like to be able to offer classes, but does not have their own studio space to do so. We are looking for instructors who: -have the ability to paint and/or draw realistically -have the ability to teach realistic watercolor and/or drawing classes -have the willingness to market their classes and build their own student base Compensation: FREE Basics: MAKE A Project Classes: Scheduled up to one time per month o Hourly rate plus $3 per student Advanced Classes: Watercolor and Drawing Classes: o Hourly rate plus $7 per student for 6 students in attendance or less o Hourly rate plus $10 per student for 7 students in attendance or more *All schedules to be determined between instructor and Michaels store management. Duration: Classes are two hours in length. The goal of each class is for students to leave with a finished painting or drawing. Certification: All Grumbacher art instructors who teach classes at Michaels must become certified through Grumbacher. TO APPLY FOR CERTIFICATION (free of charge) : Visit jobs.grumbacher.com to start the process o Find the store that you would like to apply for by choosing your state from the drop-down menu at the top of the page. o Click on the store that you would like to apply for certification o Read the officia l job description (at jobs.grumbacher.com) o Submit your application You will be contacted regarding the next step after we receive and review your online application. If you have questions or require assistance, please respond directly to this ad. Please note: Certification through Grumbacher is completely independent of the Michaels hiring process. Once certified, you must complete the Michaels employment application. Additional Information All your information will be kept confidential according to EEO guidelines.

College: DCC Department: Academic Affairs Sub department: Science and Mathematics Type of Appointment: Unclassified - Faculty 9 month Duties and Responsibilities: 50% -Maintain performance standards and pursue goals, objectives, and activities that promote the Mission of the College. * Each faculty member will be evaluated annually by students, supervisors, and possibly by peers. * Participate in professional development activities that enhance the faculty member's effectiveness. * Attend and provide meaningful instruction for all class sessions during the semester. -Be punctual in class attendance and provide instruction for the complete class period. * Make appropriate arrangements for necessary absences according to College policies. * Make adequate preparation for the instructional process to ensure that course content is presented in a professional manner, with adequate opportunity for students to engage in dialogue about the material, and such that the learning process is facilitated for students with varying learning styles. * Create a learning environment in which all students are treated equitably and with respect. * Collaborate with departmental (college-wide) colleagues in the selection of library resources, software, and textbooks and in the development of master course syllabi. * Develop and distribute within the first week of the semester course syllabi that are in accordance with approved master syllabi and which describe in detail the requirements of the course, attendance policy, assessment strategies, grading system, appropriate safety procedures, classroom management policies, and other information as appropriate. -Develop and administer final examinations to students during the scheduled exam periods and in accordance with College policies. * Use a variety of assessment strategies throughout the semester to maximize student success, including assessment of program outcomes. * Participate in assessment of non-traditional learning for credit. Maintain accurate attendance, progress, and evaluation records in an acceptable gradebook format and file these gradebooks (or a copy) with the division office at the end of each semester. * Monitor the enrollment of students in classes by directing students who are not officially enrolled to their division office or the Registrar's Office to correct enrollment problems and by restricting attendance to officially enrolled students. * Adhere to all timelines established by the College, particularly with respect to the submission of grade rosters, reporting non-attendance of students, withdrawing students from classes for excessive absences, and by responding to records inquiries and other communications about students in a timely manner. -Instruct students in the safe and proper use of equipment and supplies and in procedures for proper housekeeping and storage of materials. 50% -Maximize the use of advanced technology, including the use of computers and related strategies, in the classroom as appropriate. Provide classroom instruction in accordance with the Americans with Disabilities Act of 1990, College and federal harassment policies, and other legal requirements -Obey and enforce College policies that prohibit the use of foodstuffs in the classroom, smoking within College buildings, drugs on campus, and the destruction and misuse of all College property * Serve as academic advisor and participate in recruitment and retention activities for students in programs within the division. * Participate in training sessions that familiarize the faculty member with the Student Information System. * Perform registration assignments as scheduled by supervisor. * Participate in committee activities within the division and at the campus and College levels * Assist students with information about job opportunities in the discipline or program, with certification or licensure information, and with information about articulated programs and coursework at secondary and postsecondary institutions. Serve as a resource to students in the pursuit of employment or advanced educational opportunities by completing recommendations or helping with contacts. * Attend Faculty Convocation and a minimum of one Graduation Ceremony per academic year. Attend meetings. * Be receptive to requests from colleagues, students, and administrators to serve in a voluntary capacity in such situations as: coverage of a colleague's class on an emergency basis, coverage of the divisional office on an as needed basis, speaking engagements, recruitment activities, serving as advisor to a student organization, assisting in or supporting student activities, assisting at local conferences, or participating in fund-raising activities. * Communicate effectively with students, colleagues, and supervisors and utilize appropriate channels of communication with all members of the College community. -Adhere to the requirements set forth in the, "Workload Requirements for Full-Time Faculty", "Job Descriptions for Instructional Faculty", "Faculty Responsibilities Beyond the Classroom", "Responsibilities of Faculty Regarding Classroom Expectations, Instructional Minutes, and Evaluation of Instruction and/or Other Responsibilities", and "Responsibilities of Faculty Regarding Evaluation of Students" policies and procedures of Delgado Community College. * Represent the College in appearance and behavior. Required Education: Masters of Arts or Masters of Science in Mathematics or a Mathematics related field including 24 undergraduate math hours and 18 hours of graduate work in Mathematics. Required Experience: Some community college teaching experience is preferred. Experience with virtual office software such as Zoom, MS Teams. Required Licenses or Certifications: N/A Preferred Education: Masters of Arts or Masters of Science in Mathematics with 18 hours of graduate work in Mathematics. Preferred Experience: Thesis based Masters Degree, teaching experience at the collegiate level. Some community college teaching experience is preferred. Experience in virtual and online teaching using virtual office software (i.e. Zoom or Teams) and learning management systems (i.e. Canvas, Moodle, or Blackboard) is preferred. Thesis based Masters Degree, teaching experience at the collegiate level. Candidates should demonstrate breadth and depth of numeracy. Passing pre-employment criminal background screen is required as a condition of employment. Delgado Community College is a State As a Model Employer (SAME) agency that supports improved employment opportunities for individuals with disabilities.