Special Education Assistant jobs at Bedford County Public Schools - 3694 jobs

Teacher & Associate Teacher In-Person Hiring Event! Time: 5:30 PM to 7:30 PM Imagine your future with a world-class team where you make a difference for children every day! Join our interview day to learn about career opportunities and what makes Bright Horizons a great place to work. We offer extensive benefits including 401(k), health insurance, PTO, and the opportunity to earn your ECE degree through our Horizons CDA and Teacher Degree Program - for FREE!* Open roles include: Early Childcare Teachers - Must have CDA credential, Associate, or Bachelor's degree in early education or related field Associate Teachers - Must be 18 years of age with a high school diploma or GED Life at Bright Horizons: At Bright Horizons, you're more than your job title - you're the difference . Whether you're nurturing a child's first steps or supporting the systems behind the scenes, your work creates real impact. We're a community that celebrates individuality, invests in your growth, and supports your whole self. Because when you thrive, so do the children, families, and clients we serve. Join us and help build a brighter future - for yourself and for others. Reserve your spot now! *Subject to other eligibility requirements and availability. Full program and benefit details will be shared during the hiring process or upon request.

Teacher & Associate Teacher In-Person Hiring Event! Time: 5:30 PM to 7:30 PM Imagine your future with a world-class team where you make a difference for children every day! Join our interview day to learn about career opportunities and what makes Bright Horizons a great place to work. We offer extensive benefits including 401(k), health insurance, PTO, and the opportunity to earn your ECE degree through our Horizons CDA and Teacher Degree Program - for FREE!* Open roles include: Early Childcare Teachers - Must have CDA credential, Associate, or Bachelor's degree in early education or related field Associate Teachers - Must be 18 years of age with a high school diploma or GED Life at Bright Horizons: At Bright Horizons, you're more than your job title - you're the difference . Whether you're nurturing a child's first steps or supporting the systems behind the scenes, your work creates real impact. We're a community that celebrates individuality, invests in your growth, and supports your whole self. Because when you thrive, so do the children, families, and clients we serve. Join us and help build a brighter future - for yourself and for others. Reserve your spot now! *Subject to other eligibility requirements and availability. Full program and benefit details will be shared during the hiring process or upon request.

is located at Stratton Mountain Resort in Stratton Mountain, VT Year Round At Stratton, we are a team of people who work extremely hard and take our jobs very seriously, without forgetting how to laugh and have fun. We choose people that display the talent and attitude that exemplify the high level of service our guests expect and deserve. Our vision is to be A BOLD MOUNTAIN COMMUNITY CULTIVATING EXTRAORDINARY EXPERIENCES. BESIDES GETTING PAID TO WORK AT AN INCREDIBLE RESORT, WHAT'S IN IT FOR YOU? Stratton's team members are rewarded with job experience, opportunities for career advancement and some great lifestyle perks (eligibility based on employee type). Alterra Mountain Company Employee Pass - free lift access & discounts at Alterra resorts Free or discounted multi-resort dependent season passes Free or discounted IKON pass Discounted golf & fitness center memberships Employee childcare rates & discounted seasonal programs Retail + F&B discounts Friends & family tickets Onsite medical clinic Medical, dental, vision, life, disability, EAP, HSAs, & FSAs 401(k) plan with company match Discounted tuition plan Paid parental leave Paid sick time, FTO, Vacation Additional perks & benefits for year round employees POSITION SUMMARY As a Lead Teacher, you'll play an essential role in creating a safe, engaging, and nurturing environment for infants, toddlers, and young children. Working closely with the Supervisor and the Childcare Manager, you will create developmentally appropriate curriculum, care for children's basic needs, foster social and educational development, and communicate effectively with families. This position is ideal for individuals passionate about early childhood education and dedicated to delivering exceptional guest and family experiences. This is a benefit eligible, full-time year-round position. The starting wage for this position is $24.00/hour. ESSENTIAL DUTIES Plan and implement developmentally appropriate lesson plans that promote learning through play and exploration Create a welcoming and engaging classroom environment for children to learn and grow Observe and assess children's development over time Maintain a clean, safe, and organized classroom environment. Assist in maintaining shared spaces Follow state child care regulations and Stratton Childcare Center policies. Wear required protective equipment and participate in emergency drills and procedures. Serve as a mandated reporter for suspected child abuse or neglect, following DCF guidelines. Greet and interact with parents/guardians in a welcoming and professional manner. Share updates on each child's daily experience and respond to questions or concerns. Collaborate with the Childcare Supervisor and Manager to resolve issues promptly. Lead parent teacher meetings biannually Work cooperatively with childcare staff to maintain a supportive, positive work environment. Participate in staff meetings, training sessions, and complete 24 hours of annual professional development. Participate in monthly lead teacher meetings to share best practices and enhance our program EDUCATION & EXPERIENCE REQUIREMENTS Education: High School Diploma, or equivalent required Child Development Associate (CDA) Certificate, or Vermont Career Ladder III, required Bachelor or Associates degree in Early Childhood Education, Child Development or 21 College credits in a related field Experience: Minimum 1 year of experience working in a childcare setting Must meet or exceed Vermont state qualifications for Lead Teacher QUALIFICATIONS, KNOWLEDGE, SKILL AND ABILITY REQUIREMENTS First Aid and CPR certification (or ability to obtain within 1 month of hire) Must be at least 20 years of age Passion for working with children and supporting early childhood development Ability to lift 40 lbs regularly and remain active throughout the day without scheduled breaks. Comfortable working in a high-energy, sometimes loud environment. Strong communication skills and a collaborative team mindset. Flexibility to work weekends and holidays as needed. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without reasonable accommodations. An Equal Opportunity Employer

Teacher/Professional - Special Education - Special Education ISPD Teacher Grades 7-8 Job Number 0000760908 Start Date Open Date 02/01/2025 Closing Date 05/04/2026 ROLE AND PURPOSE: Work collaboratively with general education teachers to provide students with disabilities appropriate learning strategies, assistive technology, activities and experiences to ensure access to grade level instruction and intervention to foster the educational, social, emotional, and functional success of students with disabilities in specialized programs such as: Alternative Curriculum (Alt Curric), Individuals with Severe and Profound Disabilities (ISPD), Academic and Behavioral Learning Environment (ABLE), and Social Emotional and Academic Skills (SEAS). QUALIFICATIONS: Education/Certification: Bachelor's degree in a directly related field Valid Texas teacher certificate with required Special Education endorsement or required training for subject and level assigned. For example, Core Subjects EC-6 or 4-8 plus Special Education Supplemental. ESL, preferred. If candidate does not have ESL, he/she will be given 1 year to obtain certification. Experience: One year of student teaching or approved internship Training in behavior modification, preferred Special Knowledge or Skills: Ability to work with children with more severe physical, mental, and emotional disabilities Ability to instruct students and manage their behavior using positive behavioral and intervention supports/strategies, and classroom management Strong organizational, communication, and interpersonal skills Ability to effectively integrate assistive technology into the curriculum Ability to follow verbal and written instructions Ability to be patient, flexible, and versatile Ability to design and implement structured environments and activities Ability to analyze behavioral functions and teach replacement behaviors Ability to design and implement communication and work systems MAJOR RESPONSIBILITIES AND DUTIES: INSTRUCTIONAL MANAGEMENT Develop and implement lesson plans that fulfill the requirements of district's curriculum and show written evidence of preparation as required. Implement an instructional or skill development program for assigned students and show written evidence of preparation as required. Work collaboratively with administrators, team leaders, and general education teachers to deliver IEP services and supports in the least restrictive environment for individual students. Collaborate with students, parents, and other staff members to develop and progress monitor Individual Education Plans (IEP) through the Admission, Review, and Dismissal (ARD) process for each student assigned. Plan and use a variety of appropriate instructional and learning strategies, techniques, activities, materials, technology, and equipment that reflect an understanding of the learning styles, instructional, communication, and social-emotional needs of students. Use data frequently to monitor student progress towards meeting IEP goals; adjust instructional and intervention services and supports as necessary to ensure students make progress. Scaffold instruction and accommodations and adapt activities to ensure equal access to grade level instruction. Utilize the most effective collaborative teaching techniques and strategies in inclusion supported classrooms. Plan, deliver and progress monitor individual and small group direct instruction for students who require intensive intervention for behavior, academics, developmental skills, communication, etc. Participate in ARD committee meetings on a regular basis. SCHOOL/ORGANIZATION CLIMATE Model core organizational beliefs and values. Perform duties in an effective and efficient manner for the purpose of supporting and contributing to high student achievement. Consult with teacher and principal on all general administration items including personnel policies. Attend and participate in faculty meetings and special events and serve on staff committees and PLC's as required. Comply with the Professional Code of Ethics and Standard Practices of Texas Educators. SCHOOL/ORGANIZATIONAL IMPROVEMENT Compile, maintain, and file all physical and computerized reports, records, and other documents required Attend training as required by the job assignment and district/campus improvement plan. ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT Operate office equipment, assistive technology devices, classroom audio-visual technology, and use computer to retrieve and send email and use district required system/software. Maintain classroom organization and cleanliness. Comply with all district policies, operating procedures, legal regulatory requirements, and verbal and written directives. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities. STUDENT MANAGEMENT Interact with students professionally, calmly, intentionally using language for teaching and de-escalation. Implement individual student behavior intervention plans (BIP) for student academic and social emotional success. Regularly assist students with disabilities across all settings according to their needs, including but not limited to, safe transfer to and from wheelchairs, lifting, positioning, and use of assistive technology. Implement systems to safely and effectively transition students. Provide, supervise, document, and report personal care as stated in the IEP and district requirements, while maintaining student dignity and safety. SCHOOL/COMMUNITY RELATIONS Establish and maintain open communication by conducting conferences with parents, students, principals and teachers. Maintain professional relationships with colleagues, students, parents, and community members. Ensure that all interactions with students, district personnel, and parents are supportive, courteous, and respectful. Maintain confidentiality of student information per FERPA requirements. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary: While performing the duties of a classroom teacher, the employee may frequently be required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive physical motions. While performing these duties of the job, the employee may frequently be required to lift and / or move at least 50 pounds of materials, or lift children from wheelchairs, onto changing tables, etc. While performing the duties of the job assignment, the employee may frequently be required to deescalate physical aggression including the use of safe, non-harmful physical restraint procedures. PROFESSIONAL GROWTH AND DEVELOPMENT Participate in hygiene, communication systems, specific teaching methodologies, assistive technology, lifts and transfers, first aid, CPR, TBSI online training, and Mandt System trainings as required by the job assignment to a specialized program. Seek professional learning to support students with disabilities as specific to role and responsibility. Participate in professional learning to improve job performance and support growth goals. SUPERVISORY RESPONSIBILITIES Supervise students during bus duty, building/playground duty, lunch duty, and co-curricular activities Plan assignments and supervise teacher assistants and volunteers. MISCELLANEOUS Performs other duties as assigned by supervisor. Receive necessary vaccinations to prevent the contraction and spread of communicable diseases, such as Hepatitis. Wear appropriate equipment for safe lifts and transfers. NOTE: In order to minimize current campus disruption, current teachers and classroom assistants may only apply to job postings if the position is a promotion. A promotion is defined by an increase in salary grade or incremental stipend. This does not apply if the transfer window is open. Duty Days 187 Additional Job Information This position receives a $3,000/year stipend. This is a pooled position. It is open year round even if no current openings exist. Pay Grade Teacher/Librarian

This position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on 04/26/2026 when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Job Title: Paraprofessional Reports to: Principal/Head of School General Description and Goals: Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities Supports direct instruction to children individually, in small groups, and in classroom settings Provides assistance with classroom activities. Prepares instructional materials. Assists in classroom set up and clean up. Manages individual and classroom behavior, using prescribed approaches. Supervises students on field trip activities. Performs other related duties as requested by Head of School/Principal. Qualifications - Required: Education: High School Diploma or GED. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (**************************** or WorkKeys Certificate of Proficiency for Teacher Assistants (************************************************* Minimum of two years experience working with young children. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualification - Preferred: Associate's or Bachelor's Degree. Certification as a teacher or license as a social worker. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

For service beginning September 2025 Interviews will take place in the Summer for the 25/26 School Year! Boston Public Schools (BPS) seeks Substitute Teachers to play very important roles in educating our children. BPS is looking for committed professionals to contribute to our focus on children by substituting in our schools. They must possess an educational philosophy that embraces the community vision for a rigorous academic program and champions the belief that all children can learn at high levels. Per-Diem Substitute Teachers work day-to-day assignments to fill positions on an interim basis based on availability. Long-term Substitute Teachers are: * teachers who are assigned to fill a position anticipated to be vacant for more than 20 consecutive work days but less than a full school year or * teachers who are actually serving continuously for more than 20 consecutive work days in the same assignment. A long-term substitute teacher will receive a higher rate of pay after 10 consecutive workdays and again after 25 consecutive workdays. Reports to: Principal/Headmaster of the school Responsibilities: Applicable Dimensions of Effective Teaching: Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school. Professionalism: Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multilingual, multicultural, and economically diverse community. Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population. Instructional Planning and Implementation: Employ strategies that address the wide range of learning, behavioral, and communication styles of the student population. Demonstrate cultural proficiency and use effective and culturally relevant instructional practices. Content Knowledge: Have extensive knowledge of the content including, but not limited to, key concepts and facts, relevant research, methods of inquiry, and communication styles specific to the respective discipline(s). Eligibility and Qualifications: All candidates interested in substitute teaching in the Boston Public Schools must meet the following minimum qualifications: Bachelors Degree Required: Possession of a university/college BA degree and at least 1 of the following: MA Teaching Licensure: Possession of a current teaching license from the Massachusetts Department of Elementary and Secondary Education or another state licensing board. Teaching Experience: Two (2) years K-12 classroom, substitute or practicum teaching experience. Sub Skills Basic Training Course online at ************** you must complete the course with at least an 85% average, (you must have some teaching experience) If you have successfully interviewed for a substitute teaching position and you do not hold at least an initial teaching license from the Massachusetts Department of Elementary and Secondary Education, you must take and pass the Boston Substitute Teacher Training Program test with a score of 85% or better. Terms: BTU, Substitute Teacher Salary Schedule

Under the supervision of the teacher, One-to-One Paraprofessional will provide direct service to individual students and participate in the daily instruction and activities of the school, program, and class to which the student is assigned. Beyond the normal classroom activities, the duties of a One-to-One Paraprofessional correspond directly to the needs of the student. Students who require a One-to-One Paraprofessional may have disabilities/diagnoses that include pervasive developmental disorder, autism, Aspergers' Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourettes' Syndrome, obsessive-compulsive disorder, post-traumatic stress disorder, psychiatric disorders (psychosis, schizophrenia, multiple personalities, depression), oppositional defiant disorder, ADHD, conduct disorder, genetic disorders and brain injury. Students who require a One-to-One Paraprofessional may also speak a language other than English. Reports To: Principal/Head of Schools/School-based Special Education Administrator Responsibilities Working with small groups of children instructionally, toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint. In some cases, the One-to-One Paraprofessional may be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional. Students with One-to-One Paraprofessionals may be assigned to any school in the district including the examination schools. In these school assignments, students may be participating in advanced coursework and require assistance from a Paraprofessional. Collaborates with the classroom teacher to implement agreed-upon activities, as evidenced in daily lesson plans. Fosters open communications with parents and staff. Performs other related duties as requested by Head of School/Principal/School-based Special Education Administrator, particularly when the student is absent. Qualifications - Required Education: High School Diploma or GED Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (*************************** ) or WorkKeys Certificate of Proficiency for Teacher Assistants (*********************************************** ). Experience working with a student who is diagnosed with one or more of the mild to moderate disabilities listed above. Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students. Demonstrated experience and ability in assisting with team instruction. Able to be flexible to accommodate the needs of the student and or parent/guardians. Trained in ABA Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Other qualifications will vary depending on the specific needs of the assigned student. Qualifications - Preferred * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Warren School is seeking a dynamic Long-Term Substitute Special Education Educational Support Professional (ESP) to support students within both inclusive classroom settings and pull-out instructional environments. The ideal candidate will work directly with students to support skill acquisition and promote academic, social, and behavioral growth. This position requires the implementation of Individualized Education Programs (IEPs), ongoing data collection and monitoring of student progress, and the accurate reporting of student performance. The ESP will collaborate closely with the special education teacher, classroom teachers, and building administration, and communicate effectively with all stakeholders to ensure consistency and continuity of support. Education Support Personnel (ESP-1) Grades: K-2 Description: Assist Special Education teacher and regular education staff with classroom organization, redirection of students, participation monitoring, supervision of students, and general classroom routines while providing a safe learning environment for students. Assist teachers with and facilitate data collection, behavior plan monitoring/reporting, program implementation, and overall generalization of skills, when appropriate. Assist in the development, implementation, and evaluation of student programs. Take direction from supervising teacher(s) and/or Individual Education Program (IEP) contact person. Respect children's confidentiality in all interactions with staff, parents, and the school community. Model and promote appropriate communication, socialization, and conversation skills. Check in with the student regularly and ensure that they are staying on task as expected. Provide remedial instruction (as needed/requested), organizational support, and classroom/testing accommodations. Communicate with service providers to ensure carry-over of goals throughout the day. Monitor/supervise students in unstructured settings such as hallways, cafeteria, recess, etc. Participate in staff training/professional development specific to the children's disabilities as directed. Communicate effectively and work in a collaborative team environment with students' needs at the forefront. Assist the teacher with follow-up educational activities, such as, independent seat work, and small group work. Report any concerns to the teacher(s). Other duties and support are assigned, from time to time, by the principal, teacher(s), special education coordinator, or director of special education. All performance responsibilities must be pertinent to the ESP's role and under the direction of the assigned general education or special education teacher. Prepare and modify lesson materials as directed by the teacher. Ensure that accommodations and modifications are being supported as outlined in the IEP of the student(s) being supported.

A daily substitute is responsible for the management and instruction of a classroom in the absence of their regular teacher. This includes, but is not limited to, following and delivering provided lesson plans, managing classroom behaviors, supervision of students, and assignment of classwork and homework. The substitute may act as a teacher or an aide, depending on the needs of the school. The daily rate for substitute teachers is as follows: $120 per day (less than 11 consecutive days) $130 per day (11-39 consecutive days)

LTS - 2nd Grade Elementary Teacher The vision of the Arlington Public Schools is to be an equitable educational community where all learners feel a sense of belonging, experience growth and joy, and are empowered to shape their own futures and contribute to a better world. POSITION: 2nd Grade LTS LOCATION: Peirce Elementary School QUALIFICATIONS: Licensed by the Massachusetts Department of Elementary and Secondary Education as an elementary or early childhood teacher (preferred) SEI Endorsement preferred. Experience working with students at the elementary level. OVERVIEW: The Peirce Elementary School is accepting applications from applicants interested in teaching 2ndgrade as a long-term substitute beginning approximately April 10, 2026 through the end of the school year in June 2026. Candidates for this 2nd grade teaching position should be appropriately licensed for the position. Candidates must also be collaborative professionals who will work with grade level teams and regular and special educators throughout the school and district. Must love working with children and be willing to differentiate instruction to meet the needs of all students in the classroom. In addition, Arlington expects teachers to work diligently and collaboratively to implement the District's approved curriculum for all subjects. TERMS OF EMPLOYMENT: Long Term Substitute REPORTS TO: Building Principal The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole.

Substitute/Substitute Date Available: On Call basis Additional Information: Show/Hide Salary: Per Substitute guide Job Summary: Responsible for taking over classroom duties during teachers absence. Please see attached flyer. Qualifications: Experience working with children in a school setting and Bachelor's degree is preferred. Application Procedure: Apply online only, no calls or drop off applications accepted. We believe that our students deserve to learn from educators who reflect their backgrounds and life experiences, and we want our staff to reflect the wide range of student identities we seek to serve. To this end, our District is committed to increasing the diversity of our certified educators and leaders. We believe that by building a more representative workforce, our students will have better outcomes and be more prepared for an increasingly diverse world. We encourage the following to apply: candidates of color, individuals with diverse life experiences and non-traditional backgrounds, and allies in our diversity, equity, and inclusion work. Attachment(s): * Substitute Teaching Flyer .pdf

ASSOCIATE REGISTRAR, School of Dental Medicine, Academic Affairs Category Boston University Medical Campus → Professional Type Full-Time/Regular Responsibilities Collaborate with the Registrar to identify problems, make decisions and find solutions in order to improve processes utilized to provide excellent customer service to students, faculty, alumni, and staff. Organize, monitor and be responsible for all aspects of registration, grades, transcripts, student records and graduation. Manage the maintenance, integrity and retention of all academic records (current and past). Required Skills Master's degree required. Must have 5-8 years of direct work experience in a similar capacity in higher education. Must have current knowledge of state and federal regulations related to student records and higher education practices. Must possess strong organizational skills and ability to manage multiple tasks. Must be able to communicate clearly and concisely with a diverse student population as well as faculty and staff at all levels. Requires excellent problem solving skills. Proficiency with Microsoft Office Suite is required. Experience with PeopleSoft Campus Solutions Student Information System a plus. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, natural or protective hairstyle, religion, sex, age, national origin, physical or mental disability, sexual orientation, gender identity, genetic information, military service, pregnancy or pregnancy-related condition, or because of marital, parental, or veteran status. We are a VEVRAA Federal Contractor. #J-18808-Ljbffr

This position is an anticipated temporary vacancy covering for a paraprofessional on leave. The position is expected to end on 4/6/2026 when the current paraprofessional returns to work. At that time, the covering paraprofessional will be terminated from the position. Cluster Paraprofessionals fill short absences created by Instructional Paraprofessionals (e.g. paraprofessionals who work with Kindergarten, Sheltered English Immersion, and Special Education students). The Cluster Paraprofessional will assist the teacher to provide an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Cluster Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools. Responsibilities * Supports direct instruction to children individually, in small groups, and in classroom settings. * Provides assistance with classroom activities. * Prepares instructional materials. * Assists in classroom set up and clean up. * Manages individual and classroom behavior, using prescribed approaches. * Supervises students on field trip activities. * Performs other related duties as requested by Headmaster/Principal. Qualifications - Required: * Education: High School Diploma or GED * Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment or WorkKeys Certificate of Proficiency for Teacher Assistants. * Demonstrated experience and ability working with administrators, teachers, and students. * Demonstrated experience and ability in assisting with team instruction. Qualifications - Preferred: * Experience as a teacher, counselor, paraprofessional, or intern or trainee in a program for children and/or adolescents * Bachelor's Degree * Certification as a teacher or license as a social worker Terms: BTU, Paraprofessional Unit, Contractual hourly rate Please see the Boston Public Schools website for salary information. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Job Description High School Students enrolling each week! Many needing support in Math and Chemistry and the Math, Science, Reading and English sections of the ACT and SAT exams. Are you a master of any of these subjects? Do you love to help others and help them learn? This is a perfect opportunity! Rewarding work and competitive pay! Super work environment! We have an amazing team of teachers who have a passion for helping students get the best education possible! Join us!

Job DescriptionHuntington Learning Center is hiring Part-Time Math Tutors to prep students in Geometry, Algebra I, Algebra II/Trig, Pre-Calculus, Calculus, and/or the sciences of Biology, Chemistry, and Physics! These teachers also may help prep students for the math portion of the SAT, ACT, HSPT, and ASVAB exams. As a Huntington Learning Center teacher you get: ● Paid Training -Initial and ongoing training on skills and techniques that even experienced teachers and professionals appreciate. ● No Outside Work -No homework to correct or lesson plans to develop. You walk into the Center and begin teaching. ● Year-Round Flexible Hours -This is an ideal part-time job. No preparation is needed. After-school and summer hours that adapt to your schedule. ● And of course -The most important benefit is that at Huntington, you can make a significant difference in a student's life. Required Qualifications: ● 4-year College Degree ● Math knowledge and understanding of concepts. ● Minimum 10-12 hours per week, work to include evenings & weekends. Must be able to do some weeknights. ● Work onsite E04JI800levd 4018lpo

We are looking for a 0.6 FTE long term substitute paraprofessional from February - June 2026 to support students. The person in this position would work three full days per week. ARLINGTON PUBLIC SCHOOLS Arlington, MA 02476 The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole. JOB DESCRIPTION POSITION: SPECIAL EDUCATION TEACHING ASSISTANT JOB GOAL: The Special Education Teaching Assistant will support general and special educators by working with students in general education and special education settings to enable them to access the curriculum. Some Teaching Assistants will be needed to work one on one with particular students. QUALIFICATIONS: Associates Degree or Bachelor's Degree Preferred Experience working with children Ability to coordinate with and work as a member of a team that includes Principal, Classroom Teacher, Special Educators, other building staff, related service personnel, clinicians and parents Strong written and verbal communication skills. PERFORMANCE RESPONSIBILITIES: Assists with classroom management in substantially separate and/or inclusion classroom Implements behavior management plans as written Assists with crisis management plans, including physical management per behavior management protocols when required Establishes emotionally supportive rapport with students Travels to general education classes with students as needed Accurately implements content, instructional and performance modifications as designed by the classroom teacher Ensures information is shared between teachers when assistant is primary support person or other organizational meetings, as well as professional development as determined by principal and or special education department Greets students upon arrival to school, assists with student dismissal and debriefs with teacher at the end of the day Assist student with toileting and hygiene at younger grade levels and some special programs Performs other duties as delineated by teacher or other supervisor The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole.

The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole. POSITION: SPECIALIZED SUPPORT PARAPROFESSIONAL JOB GOAL: The Special Support Paraprofessional (SSP) will support educators by working with students in general education and special education settings to enable them to access the curriculum. QUALIFICATIONS: Associates Degree Required; Bachelor's Degree Preferred Experience working with children Ability to coordinate with and work as a member of a team that includes Principal, Classroom Teacher, Special Educators, other building staff, related service personnel, clinicians and parents Must have experience with and demonstrated ability to support students with social-emotional and behavioral challenges Strong written and verbal communication skills Preferred specialized training, such as Therapeutic Crisis Intervention (TCI) or Equivalent PERFORMANCE RESPONSIBILITIES: Establishes emotionally supportive rapport with students Travels to general education classes with students as needed Accurately implements content, instructional and performance modifications as designed by the classroom teacher, special education liaison, and BCBA Ensures information is shared between other support personnel when this individual is on scheduled breaks. Participates in classroom planning meetings or other organizational meetings, as well as professional development as determined by principal and or special education department Greets students upon arrival to school, assists with student dismissal and debriefs with teacher at the end of the day Implements behavior management plans as written Assists with crisis management plans, including physical management per behavior management protocols when required. TERMS OF EMPLOYMENT: 183 Days.7.00 hours per day REPORTS TO: Special Education Coordinators and Building Principals SALARY/BENEFITS: Per AEA Unit D Collective Bargaining Agreement. Eligible for benefits including health insurance, dental insurance and life insurance and Town of Arlington Retirement System. Arlington values diversity. We strongly encourage candidates of varied backgrounds, including people of color, persons with disabilities and others to apply

The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole. POSITION: SPECIALIZED SUPPORT PARAPROFESSIONAL JOB GOAL: The Special Support Paraprofessional (SSP) will support educators by working with students in general education and special education settings to enable them to access the curriculum. QUALIFICATIONS: * Associates Degree Required; Bachelor's Degree Preferred * Experience working with children * Ability to coordinate with and work as a member of a team that includes Principal, Classroom Teacher, Special Educators, other building staff, related service personnel, clinicians and parents * Must have experience with and demonstrated ability to support students with social-emotional and behavioral challenges * Strong written and verbal communication skills * Preferred specialized training, such as Therapeutic Crisis Intervention (TCI) or Equivalent PERFORMANCE RESPONSIBILITIES: * Establishes emotionally supportive rapport with students * Travels to general education classes with students as needed * Accurately implements content, instructional and performance modifications as designed by the classroom teacher, special education liaison, and BCBA * Ensures information is shared between other support personnel when this individual is on scheduled breaks. * Participates in classroom planning meetings or other organizational meetings, as well as professional development as determined by principal and or special education department * Greets students upon arrival to school, assists with student dismissal and debriefs with teacher at the end of the day * Implements behavior management plans as written * Assists with crisis management plans, including physical management per behavior management protocols when required. REPORTS TO: Special Education Coordinators and Building Principals SALARY/BENEFITS: Per AEA Unit D Collective Bargaining Agreement. Arlington values diversity. We strongly encourage candidates of varied backgrounds, including people of color, persons with disabilities and others to apply

Support Positions/Paraprofessional Date Available: Immediately Closing Date: Until filled Description: Long Term Substitute - Paraprofessional - Kindergarten position. Monday-Friday, 6.5 hours/day. The position is available immediately and will continue through to March 2026. Job Summary: To assist and support Kindergarten students with educational activities and non-teaching tasks as directed by the classroom teacher. Qualifications: High School Diploma; Paraprofessional certification and/or Bachelor's Degree preferred. Application Procedure: Apply Online