Chairperson jobs at Rutgers University - 311 jobs

Under the direction of the Associate Dean for Student Affairs, this position will conduct diagnostic interviews, counseling/advisement, assist in the development of study skills strategies and provide individual consultation to all four years of medical school students. He/she will plan and implement a well-organized program designed to provide support services for students in need of academic counseling, test taking strategies, time management application and preparation for examinations as it pertains to the student's individualized plan. This individual will work with the Associate Dean for Student Affairs in identifying students at risk, serve as a liaison with other services (Student Mental Health), manage retention and reporting outcome driven data to demonstrate student success and progress. Academic rank and salary will be based on the qualifications and experience of the successful candidate. Specific duties include: 1) Conduct diagnostic interviews and provide individual consultation in the areas of learning and test taking strategies, time management, and preparation for licensure examinations and board certifications. 2) Participate in orientation and board review activities: Plan and teach group sessions as it relates to study skills and test-taking strategies. Work with students in developing study plans to prepare them for exams. 3) Attend classes and other educational activities to gain thorough exposure to current educational content and methodology; review course and clerkship materials, books, websites, practice examinations, etc. for effective student assistance. 4) Work with Office of Student affairs to track academic progress of all students, assess students having academic difficulty and develop plans of intervention which may include accommodations. 5) Meet individually with students who fail an exam or course to assess current learning strategies and level of academic functioning and provide services/interventions as appropriate. 6) Maintain current knowledge of medical education and institutional curricular demands. 7) Develop and implement programs that will enhance our faculty's capacity to assist student learners and address their academic needs in collaboration with the Office of Education. 8) Participate in professional activities within the medical school and in the broader medical education community, including serving on committees, and engaging in educational scholarship. 9) Identifies student variables that predict success or failure in medical school curriculum. Conducts assessments to determine the educational needs of medical students; works cooperatively with faculty and staff to develop appropriate education and training programs to successfully meet those needs. 10) Develop, implement and monitor curricula aimed at enhancing medical student's psychological health and well-being, conduct workshops, prepare written materials, arrange for small group discussions and work with course directors to integrate specific materials into courses. 11) Serve as the Director of the Collaborative Approach to Learning Medicine ( CALM ) Program working closely with the CALM student tutors to ensure student's academic needs are being met. 12) Counsel students on issues pertaining to leaves of absence: monitor students who are on leaves of status; coordinate return to active status. 13) Works closely with the academic departments and course/clerkship coordinators to assure that the cross-cultural content of the curriculum is relevant to the goals and objectives of the course/clerkship in keeping with our accreditation body, the Liaison Committee on Medical Education. 14) Teach groups and provide individual consultation to students attending summer enrichment programs, including effective learning and test-taking strategies, time management, and preparation for standardized exams e.g., MCAT , and GRE . 15) Maintains and applies knowledge of best practices in the field as well as all relevant federal, state, and local rules, regulations, and programs/policies for meeting compliance. 16) Understands and adheres to Rutgers' compliance standards as they appear in RBHS's Corporate Compliance Policy, Code of Conduct, and Conflict of Interest Policy. 17) Performs other related duties as assigned.

A leading health sciences university in New York is seeking a Visiting Associate Professor / Director of Interventional Neuroradiology. The successful candidate will oversee neuroradiology services, conduct complex procedures, and engage in medical education. Candidates must have a New York State Medical License and a completed Interventional Neuroradiology Fellowship. This position offers a challenging and rewarding academic environment. #J-18808-Ljbffr

Montclair State University, established in 1908, is a top-tier research doctoral institution recognized as New Jersey's premier public service university. Nestled on a picturesque campus just 12 miles from New York City, the University offers a diverse and supportive environment. With 11 degree-granting colleges and schools, Montclair serves over 21,000 undergraduate and graduate students across more than 300 academic programs. The institution is committed to providing rigorous academic and research opportunities while fostering a commitment to public service and diversity. Role Description This is a full-time, on-site role located in Bloomfield, NJ, for a Director for Student Success. The Director for Student Success will oversee and enhance programs and initiatives aimed at improving student retention, engagement, and academic success. Responsibilities include developing and implementing student success strategies, collaborating with various departments, analyzing student data to identify and address challenges, and promoting a culture of academic excellence and support. The Director will lead a team of professionals to ensure a holistic approach to supporting students' academic and personal development. Qualifications Leadership and team management skills, with experience in supervising staff and implementing programs Knowledge of student success and retention strategies, academic advising, and support programs Experience in data analysis, outcome assessment, and using analytics to inform decision-making Strong communication, collaboration, and interpersonal skills Master's degree in Higher Education Administration, Student Affairs, Counseling, or a related field; Doctorate preferred Experience working with diverse student populations and promoting an inclusive academic environment Proficiency in data management systems and educational technologies Demonstrated ability to plan, coordinate, and execute large-scale initiatives

Spring Education Group's Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs . Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches - including our proprietary Links to Learning curriculum that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods - AMI (Association Montessori Internationale ) and AMS (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Chesterbrook Academy is seeking a dedicated and inspiring Assistant Principal who is passionate about early childhood education and eager to grow into a future school leadership role. This is a hands-on leadership position where you'll play a vital role in supporting our school's daily operations, mentoring teachers, and ensuring a positive experience for students and families. Our Assistant Principals lead by example-balancing time in the classroom with administrative responsibilities, and always modeling our school values of care, excellence, and collaboration. What You'll Do Support the Principal in all aspects of school operations, including staffing, family communication, and compliance. Serve as the on-site leader when Principal is out covering all aspects of the business. Partner with teachers to strengthen classroom quality and curriculum delivery. Step into the classroom as needed to support instructional coverage or special projects. Foster a warm, inclusive culture that inspires both children and staff to thrive. Participate in leadership development to prepare for future advancement into a Principal role. Qualifications Must be at least 21 years of age and meet state licensing requirements. Degree in Early Childhood Education, Child Development, or related field required. Minimum 2-3 years of experience in a licensed childcare or early education setting. Strong communication, organization, and relationship-building skills. A collaborative, solutions-focused mindset and genuine passion for developing others. Authorization to work in the United States Why Join Chesterbrook Academy Career pathway toward Principal and higher leadership opportunities. Competitive pay, full benefits, and professional development support. A people-first culture grounded in teamwork, respect, and growth. The opportunity to make a lasting impact in children's lives while helping shape the next generation of educators. If you're ready to take the next step in your leadership journey and help us continue developing the best schools and educators in America - apply today! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively "Company") is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

* Job Type: Officer of Administration * Regular/Temporary: Regular * Hours Per Week: 35 * Salary Range:$82,000 - $90,000 The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the University's good faith and reasonable estimate of the range of possible compensation at the time of posting. Position Summary The Associate Director of Student Affairs is a key member of the School of the Arts Student Affairs team whose duties are integral to the student experience. The person in this role must be comfortable with and have the necessary judgment to make independent decisions and be a thought partner in the management of the Student Affairs Office. The candidate should have a passion for working with students and thrive in creative and dynamic environments. They should also understand and be committed to fostering a community that thrives in diversity, where all members are equitably supported. The position requires the ability to alternate between planning large and small events, attending to daily tasks, and maintaining privacy with sensitive material. Attention to detail, tact, and discretion are key. The Associate Director of Student Affairs disseminates information on School-wide and University policies and procedures; advises students and refers them to the appropriate offices for assistance; plans orientation and commencement; determines housing allocations; monitors student registration; collaborates with the School's Finance Office to monitor billing to maximize retention; maintains student databases and files; prepares reports to further advance the goals of the office and determine student needs; prepares surveys for informational purposes as needed; advises student groups; and helps to foster an inclusive community that values and promotes diversity, equity, inclusion, and belonging. Responsibilities * Serves as a primary point of contact for School of the Arts students for a variety of questions, including questions about School and University procedures and policies. * Provides information through School of the Arts websites, email, the School of the Arts community portal, and student meetings regarding the onboarding of incoming students, immunization requirements, housing, health services and insurance, school policies, graduation, university resources, events, and student activities and programming, and other topics related to the co-curricular life of the students. * Works with the Dean while planning orientation and commencement. * Determines incoming student eligibility for Housing and assigns housing allocations. Helps resolve housing issues as needed. * Works with the Offices of the Registrar and Student Financial Services to facilitate student registration and resolve issues in consultation with the Directors of Academic Administration, monitors student registration and billing to assure compliance with CU and SOA policies, assists students to resolve registration concerns, assists with cross-registration at other schools, and assures correct certification of full-time status in Student Information Services (SIS). * Works collaboratively with individual academic programs and the Admissions and Financial Aid Office to track student progress toward fulfillment of graduation requirements in accordance with Satisfactory Academic Progress requirements. * Supports Assistant Dean of Student Support as needed as they review and processes withdrawals and leaves of absence. * Responsible for supervising the activities of the Interdisciplinary Arts Council (IAC) and other student groups, facilitates student events, and manages and reconciles budget allocations for student organizations. * Maintains student database and files; prepares various other reports and surveys based on database information. * Keeps SOA website current with events and news. Reviews and revises all web and printed copy related to Student Affairs. Works with Dean to coordinate and update modifications with Office of Communications. * Prepares vouchers and purchase requisitions for payment through SOA Business Office, manages Student Affairs petty cash account; understands and complies with all University business policies that apply to financial transactions. * Organizes special SOA student events in collaboration with Alumni Affairs and the Artists' Resource Center. * Refers students having difficulty due to medical, emotional, familial, or psychological reasons to SOA Assistant Dean of Student Support and appropriate CU services and resources, including the Offices of Disability Services, Counseling and Psychological Services, and Health Services as needed. * Refers students having financial difficulty to the Financial Aid Office. Will also refer students to Assistant Dean of Student Support and the Artists' Resource Center as appropriate. Follows up as needed. * Provides on-call support for Student Affairs Office. Works with relevant offices within and outside SOA to help address crisis situations as needed. * Participates in various University committees as needed. * Represents the School of the Arts as a University Delegate. * Assists Dean of Student and Alumni Affairs with other related duties as assigned, including managing calendars and helping with scheduling, etc. Minimum Qualifications * Bachelor's degree in related field with a minimum of five years of relevant work experience is required. * Must have a strong interest in the arts. * Ability to exercise exceptionally good judgment, to be innovative, and to understand the importance of School of the Arts and University governance and policy is required. * Tact, discretion, and ability to maintain complete confidentiality are essential. * As part of a small team, willingness to carry out routine clerical tasks and maintain own schedule of appointments. * Excellent interpersonal, organizational, written and oral communication, presentation and analytical skills required. * Strong attention to detail and excellent follow-through required. * Strong professional and ethical standards. * Demonstrated ability to work in a fast-paced, sometimes high-stress environment on concurrent projects with frequent interruptions is essential. * Ability to develop relationships with the larger Columbia community is essential. * Computer experience (word processing, database management, report servers, Excel spreadsheets, social networking) required. * Ability/willingness to learn new software systems as required. * Duties often require evening and weekend work to attend student events. * Some travel may be required. All applicants must attach a cover letter and resume. Applications without these two documents will not be considered. Preferred Qualifications * Master's degree preferred. * A passion for working with students and events programming desirable. * Familiarity with SIS is helpful. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents.

The Bard Prison Initiative (BPI) invites applications from distinguished scholars for the Endowed Chair for the Study of the American Past. A Ph.D. in history or related field is required; research specialization is open. This one- or two-year full-time position starts July 1, 2026 with teaching responsibilities beginning in the fall semester. Successful candidates will be committed to innovative undergraduate teaching at a liberal arts college with a diverse student body; excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion; maintain an active research program; and be excited by rigorous, discussion-heavy and writing-based courses that center inclusive pedagogy and demand active participation of all students. The Chair will teach a 2-2 course load across six of BPI's seven campuses located in correctional facilities in New York state. Classes will contribute to the academic depth and breadth of the undergraduate and/or graduate curriculum through courses in the Chair's field of study, including writing intensive courses. Additional participation in BPI faculty workshops, guest lectures, senior project advising and overall engagement in BPI is expected. BPI offers an associate degree and bachelor's degrees in social studies, literature and humanities, and mathematics along with specializations in public health, education, and biology. BPI is also launching a master's degree in public humanities, projected to begin this academic year. Faculty must be able to provide their own transportation to prisons across the Hudson Valley, and they must successfully complete the Department of Corrections process for approved entry into the prisons. Please note that the prison is a location of BPI coursework, not the subject matter of courses, which reflect the breadth of liberal arts education on the main campus of Bard College. This position does not include an opportunity to conduct research within the prisons or to approach students as research subjects. Consideration will be given to candidates who bring considerable experience and expertise to the position but who cannot commit to a full-time position. In this situation, salary is prorated and benefits eligibility depends on teaching load. About BPI Formed in 1999 to address the evisceration of college-in-prison, the Bard Prison Initiative (BPI) defies expectations of who college is for and where it might lead. For over twenty years, BPI has reimagined and redefined questions of availability, affordability, and expectations typically associated with college in America. One of the most rigorous and effective college-in-prison programs in the country, BPI is now extending its radical intervention in educational inequity outside of prison through the Bard Microcolleges and BardBac. BPI currently enrolls nearly 600 students across eleven campuses. To apply, please send a cover letter, curriculum vitae, teaching statement, and the names of three references who might speak to your teaching and collegiality to Interfolio. Applications received by January 5, 2026 will receive full consideration. Compensation $120,000 This salary reflects the College's good faith and reasonable estimate of the compensation for the position at the time of the job posting. Salary decisions are dependent on several factors including but not limited to market and organizational considerations, experience, and qualifications of a selected candidate as well as internal and external equity. Benefits Overview We are pleased to offer our full-time employees an excellent benefit package which includes; multiple health insurance options; TIAA retirement plans; generous vacation, sick, and personal time; and more. To learn more about employee benefits and eligibility at Bard College, please visit **********************************************

The Bard Prison Initiative (BPI) invites applications from distinguished scholars for the Mellon Chair in the Humanities. A Ph.D. is required with scholarly discipline within the humanities; areas of expertise are open, with particular interest in candidates with experience in public humanities. This one- or two-year full-time position starts July 1, 2026 with teaching responsibilities beginning in the fall semester. The first ever endowed chair for teaching college-in-prison, the Mellon Chair in the Humanities brings college faculty with demonstrated records of teaching excellence to the Bard College campus in Annandale-on-Hudson for appointments of either one or two years. Successful candidates will be committed to innovative undergraduate teaching at a liberal arts college with a diverse student body; excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion; maintain an active research program; and be excited by rigorous, discussion-heavy and writing-based courses that center inclusive pedagogy and demand active participation of all students. The Chair will teach a 2-2 course load across six of BPI's seven campuses located in correctional facilities in New York state. Classes will contribute to the academic depth and breadth of the undergraduate and/or graduate curriculum through courses in the humanities, including required writing intensive courses. Additional participation in BPI faculty workshops, guest lectures, senior project advising and overall engagement in BPI is expected. BPI offers an associate degree and bachelor's degrees in social studies, literature and humanities, and mathematics along with specializations in public health, education, and biology. BPI is also launching a master's degree in public humanities, projected to begin this academic year. Faculty must be able to provide their own transportation to prisons across the Hudson Valley, and they must successfully complete the Department of Corrections process for approved entry into the prisons. Please note that the prison is a location of BPI coursework, not the subject matter of courses, which reflect the breadth of liberal arts education on the main campus of Bard College. This position does not include an opportunity to conduct research within the prisons or to approach students as research subjects. Consideration will be given to candidates who bring considerable experience and expertise to the position but who cannot commit to a full-time position. In this situation, salary is prorated and benefits eligibility depends on teaching load. About BPI Formed in 1999 to address the mass incarceration crisis, the Bard Prison Initiative (BPI) defies expectations of who college is for and where it might lead. For over twenty years, BPI has reimagined and redefined questions of availability, affordability, and expectations typically associated with college in America. One of the most rigorous and effective college-in-prison programs in the country, BPI is now extending its radical intervention in educational inequity outside of prison through the Bard Microcolleges and BardBac. BPI currently enrolls nearly 600 students across eleven campuses. To apply, please send a cover letter, curriculum vitae, teaching statement, and the names of three references who might speak to your teaching and collegiality to Interfolio. Applications received by January 5, 2026 will receive full consideration Compensation $120,000 This salary range reflects the College's good faith and reasonable estimate of the compensation for the position at the time of the job posting. Salary decisions are dependent on several factors including but not limited to market and organizational considerations, experience, and qualifications of a selected candidate as well as internal and external equity. Benefits Overview We are pleased to offer our full-time employees an excellent benefit package which includes; multiple health insurance options; TIAA retirement plans; generous vacation, sick, and personal time; and more. To learn more about employee benefits and eligibility at Bard College, please visit **********************************************

Curriculum, Instruction, and Assessment Job Title: Secondary Grades Band Special Education Assistant Principal FLSA Status: Exempt Department: Curriculum, Instruction, & Assessment Dept Code: CIA Primary Supervisor: Grade Band Principal Secondary Supervisor: Chief Academic Officer Grade Band Served: Location: Primarily Remote Position Hours/Days: 8am to 4pm, Monday through Friday Salary starting at: The Assistant Principal's chief responsibilities are to assist with overall school management. These responsibilities include but are not limited to community relations, personnel matters, and curriculum & instruction. The assistant principal works closely with the principal to ensure the overall operations of the school are a success. The Assistant Principal directs and coordinates educational and administrative activities by performing the following duties personally or through subordinate supervisors. Responsibilities Demonstrate knowledge of grade band content standards. Ensures conformance of educational programs to state and local school board standards through evaluation, development, and coordination activities. As needed, conducts research and aids in the implementation of curriculum resources that meet state standards for ELA and SS. Helps articulate the school's mission and vision with the aim of ensuring all stakeholders have a common understanding and are positioned to work cooperatively in order to achieve desired results. Utilizes/relies heavily upon communication technologies and practices that most effectively support a predominantly virtual / remote work environment. Ensures that the school is meeting the needs of students while complying with local, state, and federal laws regarding special education and other categorical programs. Assists with the development and oversees implementation of the school's student achievement plan and works with the academic team to implement the plan. Assists grade level principal/director in daily duties required to keep the department functioning and compliant. Assists with parent and student concerns and issues relative to curriculum & instruction. Assists in the coordinating and implementing of school meetings. Conducts teacher evaluations and observations per state requirements using the TKES platform. Works collaboratively with the data analysis and assessment assistant principal to use data to inform instructional decisions. Facilitates trainings and conversations about student growth data and progress towards academic achievement (i.e. DDI meetings) Assists in the review and interview process of potential candidates. Aids in facilitating personnel matters to include progressive discipline, hiring, and termination. Attends all required training by the Georgia Department of Education and GCA Assists as the point of contact for the Gifted/Advanced program Performs other duties as assigned by the Principal, Curriculum, Instruction and Assessment Director, Instructional Support Services Director, K-12 Curriculum & Instructional Programs Assistant Director, K-12 Academic Programs Assistant Director, and/or Superintendent. Supervisory Responsibilities: Carries out supervisory responsibilities of school administrators and ELA and SS teachers in accordance with the organization's policies and applicable laws. Directly supervises staff/teachers which oversee 3000+ students. This is subject to change as the school changes. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems. Competencies: To perform the job successfully, an individual should demonstrate the following competencies: Adaptability/Flexibility: Adapts to change, is open to new ideas, takes on new responsibilities, handles pressure, and adjusts plans to meet changing needs. Integrity/Ethics: Deals with others in a straightforward and honest manner, is accountable for actions, maintains confidentiality, supports company values, and conveys good news and bad. Teamwork: Meets all team deadlines and responsibilities, listens to others and values opinions, helps team leaders to meet goals, welcomes new-comers, and promotes a team atmosphere. Professionalism: Be professional at all times in communications, appearance, work product, and in representing Georgia Cyber Academy in a positive manner. Minimum Requirements Bachelor's degree in Education, Special Education, or related field of study AND Three (3) years' leadership experience AND Three (3) years' virtual teaching experience, earning a “Meets” or “Exceeds” expectations in all categories at each year-end review OR Equivalent combination of education and experience Certificates and Licenses desired Advanced Degree in Education, Special Education, Psychology, or related field of study GA PSC Educational Certificate in field Clearance Certificate issued by the Georgia Professional Standards Commission required. Leadership Endorsement, Certificate, or Degree TKES/LKES credentialed Clear Fingerprint/Background Check Required Other Requirements Pedagogical knowledge content being taught and ability to apply critical thinking Knowledge of state content standards and ability to align those with GCA's chosen curriculum, academic supplements, and reinforcement supports Extensive knowledge of foundational skills for reading and writing to build literacy skills Extensive knowledge of developmental progressions for reading, writing, speaking, listening, and language standards Ability to embrace change/adapt to ensure excellent student outcomes Ability to problem solve independently and have a high level of organization Strong technology skills and ability to rapidly learn and adapt to new technologies and teaching platforms Understanding of interdependency of deadlines on multiple projects and able to act to preserve integrity on other people's deadlines Ability to work independently typically 40+ hours per week Ability to maintain teacher certification/professional development hours and fluency in all school systems, programs, and curriculum as applicable Ability to communicate well with school personnel, parents, students, and cabinet office staff while complying with the confidentiality requirements in local, state, and federal policies Ability to inspire teachers and school staff to meet school improvement initiatives and goals Ability to display a professional attitude in working with school personnel with parents Must be able to manage large volumes of paperwork and maintain adequate records General knowledge of computers, computer commands, peripherals, and various operating systems. Experience using search engines (internet) for research projects Desire to research and learn new technology skills and platforms Demonstrate initiative and the ability to handle multiple tasks simultaneously Ability to interact positively with teachers, administrators, and support staff Possess knowledge of the school improvement process Must be an advocate for virtual learning and believe in the mission of Georgia Cyber Academy Knowledge of state and federal laws, and other pertinent laws regarding K-12 Education as they relate to applicable duties Knowledge of GaDOE CCRPI Proficiency using computer-based software and online resources to develop training materials Ability to read and interpret student academic data and educational reports Familiarity with online learning environment Experience working with diverse student populations Advanced/Proficient in MS Excel, MS Word, MS PowerPoint, Project, Visio, OneNote, and G-Suite. Ability to rapidly learn and adapt to new technologies and teaching platforms Ability to manage competing priorities with attention to deadlines Strong critical thinking, planning, and writing skills Ability to work independently as well as collaborate and communicate effectively within a team Ability to manage multiple projects within established deadlines Dependable, able to work under pressure and meet deadlines as required Demonstrates strong interpersonal skills using tact, patience, and courtesy Excellent organization skills, including ability to incorporate methods and build systems that can be used across the district Excellent presentation and public speaking skills Excellent written and verbal communication skills Strong work ethic and self-motivation Ability to be flexible and adaptive to ensure excellent student outcomes Ability to problem solve independently and have a high level of organization Outstanding attention to detail Maintain a professional home office without distraction during 8 AM - 4 PM workday when working from home Consistent access to reliable high-speed internet Valid driver's license and availability of private transportation Ability to travel 25% of the time as required Desired Qualifications Advanced Degree in Education or related field of study Leadership degree or endorsement or similar additional certification Gifted, Special Education, and/or ESOL certifications APSI certification Proficient/Advanced data analysis skills Google Certifications Experience using NWEA MAP, Illuminate DnA, WriteScore, FLVS Global, Edgenuity, Discovery Education, Bright Thinker, Writable, NEWSELA, Legends of Learning, Education Galaxy, Learning A-Z, MindPlay, USA Test Prep, IXL, BrainPOP, Edmentum Exact Path, Moby Max, iReady, Classworks, Nearpod, etc. Working knowledge of Securly Proficient/Advanced experience with Infinite Campus (SIS) Proficient/Advanced with Canvas (LMS) Working knowledge of Jigsaw Interactive (live classroom tool) Proficient/Advanced in use of Zoom conferencing tool Three (3) years virtual educational environment experience Previous experience as a Learning facilitator , Advisor, or Teacher at Georgia Cyber Academy Previous experience as an online educator Previous experience with online educational tools/curriculum/assessments Physical Abilities & Working Conditions The Physical Abilities and Working Conditions listed in this section are representative of, but are not intended to provide an exhaustive list of, physical abilities and working conditions which may be required of positions in this class. Georgia Cyber Academy encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation to contact the Human Resources Department for further information. Work Schedule: This is a Monday through Friday, 8 AM to 4 PM, 5 Days/Week, primarily remote position. The noise level in the office is usually moderate (computers, printers, light foot traffic). In-Person Attendance: In-person attendance at professional development, training, conferences, job fairs, meetings, school events, marketing events, and/or testing sites will be required several times per year. Vision: (which may be corrected) to read small print; view a computer screen for prolonged periods. Hearing: (which may be corrected) to answer telephones and tolerate exposure to noisy conditions. Speech: to be understood in face-to-face or virtual communications; to speak with a level of proficiency and volume to be understood over a telephone and/or computer. Upper Body Mobility: use hands and fingers to feel, grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head. Strength: to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Environmental Requirements: encounter constant work interruptions; work cooperatively with others; work independently; work indoors. Mental Requirements: read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; ELA, Social Studies, science/math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Georgia Cyber Academy is an Equal Opportunity Employer Georgia Cyber Academy assures Equal Employment Opportunities and equal education opportunities for employees and students as required by Federal and State Orders and Laws. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, management and administration reserve the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. All employment is “at-will” as governed by the laws of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Get Set for Cumberlands! Join our team of student-focused individuals working together in order to encourage intellectual and spiritual growth, leadership and service. CURRENT STUDENT or EMPLOYEE? Please log into Workday and use the Career Tile to find and apply to jobs from our internal career sites. The Department of Computer and Information Science is seeking a qualified and dedicated PhDIT Dissertation Chair to guide and support doctoral students through their dissertation journey. This adjunct position involves mentoring students in key courses, facilitating their research and writing processes, and providing critical support in navigating the Institutional Review Board (IRB) approval process. Key Responsibilities: Mentor and guide students through the following courses: DSRT 837 - Professional Writing and Proposal Development: Assist students in developing high-quality research proposals and honing their professional writing skills. DSRT 839 - Advanced Research Methods: Provide expertise in advanced research methodologies and ensure students understand and apply appropriate methods for their dissertation research. DSRT 930 - Dissertation: Offer comprehensive support for students during the dissertation development phase, ensuring academic rigor and alignment with program goals. DSRT 931 - Dissertation: Continue providing guidance as students finalize and defend their dissertations. Assist students in navigating the IRB approval process, including: Ensuring research proposals meet ethical standards and comply with IRB requirements. Guiding students in preparing and submitting IRB applications. Providing feedback and support to address IRB revisions or queries. Provide ongoing mentorship, fostering critical thinking, academic writing, and scholarly excellence. Evaluate and provide constructive feedback on student work, ensuring timely progress toward degree completion. Collaborate with faculty and department leadership to uphold program standards and enhance student success. Stay current with developments in computer and information science, research methodologies, and higher education trends. Qualifications: A terminal degree (PhD or equivalent) in Computer and Information Science or a related field. Demonstrated experience in mentoring doctoral-level students through dissertation processes. Expertise in professional writing, advanced research methods (Quantitative and Qualitative), and ethical research practices. Familiarity with IRB processes and requirements. Strong interpersonal and communication skills, with a commitment to student success. A record of scholarly achievements, including publications in peer-reviewed journals and conference presentations. Preferred Qualifications: Experience in online or hybrid teaching environments. Knowledge of emerging trends in computer and information science research. Familiarity with university dissertation policies and procedures. Application Process: Interested candidates should submit the following: A cover letter outlining their qualifications and experience related to the position. A curriculum vitae (CV) detailing academic and professional achievements. A statement of teaching philosophy, including approaches to mentoring doctoral students. Contact information for three professional references. Applications will be reviewed on a rolling basis until the position is filled. The Department of Computer and Information Science is committed to fostering a diverse and inclusive academic community. We encourage applications from individuals of all backgrounds and experiences. Employment Type: Part-Time Location: Remote/Hybrid options available Cumberlands is different by design. Our employees exemplify our motto in the pursuit of a “life-more-abundant.”

Unit Job Status FLSA Information Position Title CHAIRPERSON - HUMANITIES & BILINGUAL STUDIES Reports To Faculty Discipline N/A - Not Applicable Faculty is eligible for Tenure Track? No Funding Source Functions and Responsibilities Under the supervision of the Dean of Faculty & Academics or designee, the Chairperson for the Division of Humanities & Bilingual Studies is responsible for providing the experience, vision, leadership, creativity, and innovation necessary to manage and revitalize existing programs, spearhead new program initiatives, lead and inspire faculty, enhance existing student recruitment and retention initiatives, and to develop effective partnerships with internal and external community constituencies within the area of Humanities & Bilingual Studies. Please Note: Essex County College does not provide visa sponsorship of any kind. Candidates must be authorized to work in the United States at the time of application and throughout the duration of employment. Compensation & Benefits: This position offers a competitive starting salary of $87,000 - $95,000, along with a comprehensive benefits package, which includes: * Health, dental, and vision insurance * Paid vacation, sick leave, and holidays * Pension and retirement plans * Tuition waiver programs * Opportunities for professional development Join a collaborative, mission-driven college community dedicated to student success and academic excellence. Supervisory Role Oral and written instructions are received from the Dean of Faculty & Academics or designee. The Chairperson - Humanities & Bilingual Studies may supervise administrative, professional, support staff, and student workers. Duties & Responsibilities 1. Provide direct leadership for the development, management, and evaluation of new and existing degree programs in the area of Humanities & Bilingual Studies. 2. Work collaboratively with faculty and staff in developing new curriculum and scheduling of division offerings. 3. Manage, hire, orientate, and evaluate personnel within the division. 4. Revitalize existing, and create new, educational training and other appropriate partnerships with the community as well as other area academic institutions. 5. Lead and inspire faculty to plan for effective and innovative teaching that enhances student learning, persistence, performance, and course completion. 6. Engage faculty and staff in institutional strategic planning and program assessment. 7. Work collaboratively to develop division budget, including general operating and minor capital budgets and expenditures, driven by outcome assessment and strategic planning priorities. 8. Communicate effectively with the Dean of Faculty & Academics, Chief Academic Officer, other administrators, faculty, and staff to ensure continuity and appropriateness of instruction, adequate course scheduling, adequacy of library and other resource materials, and appropriateness of division's strategic planning initiatives within the context of the college's mission and goals. 9. Prepare periodic and annual reports of the activities of the division for the college and accrediting agencies. 10. Maintain strict confidentiality and security of staff, administrative, and student information. 11. May be required to teach a maximum of a three-credit course each semester. 12. Prepare routine, special, and ancillary reports as required. 13. Perform other related duties as required. Physical Requirements The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall: ● Use strength to lift items needed to perform the functions of the job. ● Sit, stand and walk/move from place to place for required periods of time. ● Move between buildings. ● Speak and hear, communicate using telephone and/or walkie talkie. ● Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision. ● Communicate effectively in English, using proper grammar and vocabulary. ● Reach with hands and arms and use hands and fingers to handle objects and operate tools, including but not limited to, computers, keyboards, telephones, calculators, and controls. ● Bend, twist, climb, push, pull, and lift. Additional Requirements Minimum Qualifications Experience (number of years), Knowledge and/or Abilities 1. Master's Degree within the Humanities. 2. Teaching experience at the college level. 3. Managerial or demonstrated leadership experience in a college setting. 4. Experience in managing complex projects under deadlines. 5. Excellent interpersonal skills. 6. Ability to communicate effectively, orally, and in writing. 7. Ability to work in a multicultural environment. Education Requirements Master's Degree Licenses and Certifications (including e.g., CPR, first aid, driver's license, etc.) Preferred Qualifications Experience (number of years), Knowledge and/or Abilities 1. Doctorate within Humanities. 2. Three or more years teaching experience at the college level. 3. Senior-level administrative experience. 4. Relevant experience in curriculum development and assessment in a college setting. 5. Working knowledge of the personal computer in a Microsoft Office environment. 6. Demonstrated knowledge of computerized record maintenance and management, preferably in the Banner system. Education Requirements Doctorate Degree Licenses and Certifications (including e.g., CPR, first aid, driver's license, etc.) Posting Details Posting Information Open Date 10/03/2025 Open Until Filled No Close Date Special Instructions Summary Equal Employment Opportunity Statement Essex County College is an Equal Opportunity Employer - All qualified applicants will receive consideration for employment without regard to race, color, religion, national origin, ethnicity, citizenship status, ancestry, age, sex, sexual orientation, gender identity, gender expression sexual orientation, marital status, physical or mental disability, veteran status, military status, genetic information or any other characteristic protected by law.

TITLE: High School Special Education Chair WHO WE ARE: Indianapolis Public Schools (IPS) is a student-focused, innovative educational organization committed to academic excellence. Our mission is to empower and educate all students to think critically, creatively, and responsibly, to embrace diversity, and to pursue their dreams with a purpose. We are a family of excellent public schools in which every student has the opportunity to succeed and the power to create their own future. Led by forward-thinking leadership and our commitment to prioritizing students, racial equity, and authentic engagement with our families, team members, and communities, our staff have diverse opportunities to develop their careers in a challenging but rewarding environment. We are an organization for people who are passionate about education and who are committed to the Indianapolis community. SUMMARY OF OPPORTUNITY: The Unified Student Supports team is looking for a special education administrator who will positively impact student success by facilitating the delivery, monitoring, and assessment of both special education procedures and programming, ensuring that students with disabilities are provided with the curriculum and services appropriate to their needs. As a member of the IPS Team, you will receive excellent benefits, opportunities to grow within your role and the organization, and collaborative and supportive colleagues who put students first. WHAT YOU'LL DO: The following outlines what your core duties and responsibilities will be for this position and provides a sample overview of what your day-to-day may look like. Core Duties and Responsibilities ● Serve as the first and strongest advocate for racial and ableness equity and student-centered approaches to teaching, learning, service, and support. ● Support student achievement by way of staff development, compliance monitoring, student transitioning, etc. ● Serve as the public agency representative for case conferences and manifestation determination conferences. ● Serve as the primary liaison between the school and USS by ensuring systems and process are seamlessly communicated or cascaded in both directions. ● Participate in and attend USS designed training and monthly meetings on a regular cadence. ● Ensure all students with disabilities have access to accommodations, materials and technology that ensure an ability to reach their goals, regardless of LRE. ● Monitor and support with student transitions and transition planning. ● Facilitate PLC meetings for special and general educators to ensure SDI, UDL, and similar best practices are taught, practiced, and evaluated. ● Evaluate special education teachers, per building leadership's expectations or mandates. ● Provide direct managerial support, in partnership with school leaders and Learning Community Directors, to the daily work of special education and student service programming, ensuring adherence to established special education policies, procedures, and standards. ● Monitor the implementation of the district coaching framework for all special education coaches assigned to your building. ● Work in collaboration with the Learning Community Directors/Principals in resolving school-based concerns and problems as they arise with special programming. ● Assist Learning Community staff and school principals in setting and attaining goals for student achievement, as well as all goals and big bets identified by the USS team. ● Facilitate RDA meetings and work collaboratively to support schools to increase student achievement. ● Create and implement a system to provide the school team with a platform to discuss, strategize and problem solve students who are struggling to progress with their current supports provided through their IEP. ● Ensure MTSS is the backbone of all special education programming, intervention planning and monitoring, etc. ● Assist in the coordination and articulation of the district's special education programs and services across and between grade levels in their Learning Community. ● Provide specific feedback, support, and suggestions to principals to strengthen teaching and learning for students with disabilities, regardless of LRE. ● Provide technical assistance to principals in working with marginal teachers and staff. ● Assist principals with decision-making and problem-solving as it pertains to intensive programming. ● Advocate for and model strong school-family partnerships to ensure students have as few barriers to success as possible. ● Consistently contribute to a positive team culture by being direct and transparent and helpful and collaborative, while prioritizing a customer service orientation ● Other duties as assigned by the USS administrative team or building principal. "Day In the Life" Overview On a regular day, as the High School Special Education Chair, you might: ● Support principals in special education and student services human resource management, including recruiting, retaining, and developing staff ● PAR a manifest and with the assigned coach to strengthen a TORs approach to conference preparation ● Work with principals and other USS Staff to review their data and help them link best practices and materials to standards and Individual Education Plans ● Assist principals in the development of appropriate professional development programs for staff ● Work with Principals to resolve difficult special education situations quickly and effectively between schools and parents that are not resolvable at the school level WHAT YOU'll BRING: SKILLS AND MINDSETS As an ideal candidate for this role, you will be able to achieve the following: ● Highly-developed communications skills (written/verbal) and interpersonal savvy ● Results/action-orientation; project management skills ● Racial equity mindset and other critical indicators related to DEI ● Organizational agility; developed negotiation skills ● Unquestionable personal code of ethics, integrity, diversity and trust ● Able to successfully navigate within varying degrees of ambiguity in a fast-paced environment ● Strong strategic analysis skills ● Ability to be creative in developing alternatives to meet students' iInstructional needs ● A track record of developing and maintaining strong working relationships with and among a diverse group of actors ● Close attention to detail coupled with the ability to exercise good judgment ● Proactive nature; able to anticipate conflicts before they arise ● Ability to work well independently as well as collaboratively ● Ability to execute meetings, calls and emails with professionalism, courtesy and accuracy ● Personal qualities of maturity, humility, strong work ethic, sense of humor, and diligence ● Ability to effectively allocate and prioritize time to several tasks to ensure completion of all EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS ● Hold or eligible for Indiana administrator and/or director license ● Special Education certification ● Master's degree in Education Administration, 3 to 5 years of experience as a practitioner and 3 to 5 years of experience as a school assistant principal; or any equivalent combination of training and experience which provides the required knowledge, skills, and abilities ● Working knowledge of federal and state special education laws, rules, and practices including IDEA and Article 7 FLSA CLASSIFICATION: Exempt ELIGIBILITY FOR REMOTE WORK: This role is ineligible for remote work. Any potential exceptions to this standard must be vetted with HR. PHYSICAL REQUIREMENTS: The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. EEOC STATEMENT: Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals' dignity or interferes with their ability to learn or work. DISCLAIMER: Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function. ***********************************************

Summer School & Seasonal-Instructional/Summer School Assistant Principal Closing Date: 03/06/2026 District: Cattaraugus-Allegany-Erie-Wyoming Boces

Education: Master's degree with valid Indiana Administrator's license or eligible to receive an Indiana Administrator's license or permit. Experience: Two (2) or more years of teaching experience at the appropriate level. * Assist in the achievement of the short and long-term educational goals of the school corporation. * Serve as an instructional leader of the building. * Assume responsibility for the Principal's duties in his/her absence. * Suggest and implement policies and rules that encourage positive behavior that supports the health and welfare of all students and staff. * Work with support staff and teachers to improve pupil personnel services. * Coordinate, implement, and supervise administrative, curricular, and extracurricular duties delegated by the Principal. * Assist in interpreting school and district programs, policies, and procedures to students, parents, staff, and community. * Assist the Principal in observing, conferring, and evaluating teachers. * Supervise student attendance accounting, reporting, and related follow-up procedures. * Guide and counsel students, parents, and teachers on problems of conduct and attendance. Maintain accurate records of conferences and actions taken. * Assist in planning and conducting staff and departmental meetings. * Assist the Principal in observing, conferring and evaluating teachers. * Perform other specific duties or assignments delegated by the Principal. Qualifications: * Highly developed technology skills including PC based software and the ability to communicate electronically. * Strong organization skills in order to manage multiple issues simultaneously combined with ability to effectively prioritize. Ability to be discrete and protect the integrity of confidential information. * Highly developed interpersonal skills in order to relate to students, parents, staff, administrators and community. Ability to negotiate effective working relationships and develop positive resolutions to conflict. Ability to communicate effectively, both orally and in writing. Health Insurance with Free Clinic for those enrolled in the plan 10 sick days and 3 personal days for first year. (prorated for one semester) Half price tuition at Ball State University for up to six credit hours per year.

Steel City Academy General Responsibilities: Responsible for ensuring that the academic program of Steel City Academy is successful, that the organization's program and operation are faithful to the terms of its charter, and that the school is a viable organization. Specific Responsibilities: 1. Determine the mission and purpose of SCA and keep it clearly in focus * Deeply understand and support the mission statement. * Periodically review the mission statement which: * Serves as a guide to organizational planning, board and staff decision-making, volunteer initiatives, and setting priorities among competing demands for scarce resources. * Is used as the vehicle for assessing program activities to ensure that the organization is not drifting away from its original purposes 2. Support and review the performance of the Executive Director * Provide frequent and constructive feedback. * Assist when board members overstep prerogatives or misunderstand their roles. * Compliment for exceptional accomplishments. * Provide for an annual written performance review with a process agreed upon with the Executive Director well in advance. 3. Ensure effective organizational planning * Approve an annual organizational plan that includes concrete, measurable goals consistent with the charter and accountability plan. 4. Ensure adequate resources * Approve fundraising targets and goals * Assist in carrying out the development plan * Make an annual gift at a level that is personally meaningful 5. Manage resources effectively * Approve the annual budget. * Monitor budget implementation through periodic financial reports. * Approve accounting and personnel policies. * Provide for an independent annual audit by a qualified CPA. * Ensure the full board has the proper training to be effective stewards of public funding. * Ensure adequate insurance is in force to cover students, staff, visitors, the board and the assets of the organization. 6. Enhance SCA's public standing * Serve as ambassadors, advocates and community representatives of the organization. * Ensure that no board member represents her/himself as speaking on behalf of the board unless specifically authorized to do so. * Provide for a written annual report and public presentation that details Steel City Academy mission, programs, financial condition, and progress made towards charter promises. * Approve goals of an annual public relations program. 7. Ensure legal and ethical integrity and maintain accountability * Establish policies to guide the organization's board members and staff. * Develop and maintain adequate personnel policies and procedures (including grievance mechanisms). * Adhere to the provisions of the organization's bylaws and articles of incorporation. * Adhere to local, state and federal laws and regulations that apply to the organization. * Ensure compliance with all federal state and local government regulations. 8. Recruit and orient new board members and assess board performance * Define board membership needs in terms of skill, experience and diversity. * Cultivate, check the credentials of and recruit prospective nominees. * Provide for new board member orientation. * Conduct an annual evaluation of the full board and individual trustees. 9. Determine, monitor and strengthen the programs and services * Assure programs and services are consistent with the mission and the charter. * Approve measurable organizational outcomes. * Approve annual, attainable board and management level goals. * Monitor progress in achieving the outcomes and goals. * Assess the quality of the program and services. General Responsibilities: Each trustee is responsible for actively participating in the work of the Steel City Board of Trustees and the life of the organization. Each trustee is expected to affirm and strive to fulfill the performance expectations outlined below. In addition to the responsibilities below, individual trustees are expected to help each other fulfill the tasks outlined in the collective Job Description of the Board of Trustees. Specific Responsibilities: * Believe in and be an active advocate and ambassador for the values, mission, and vision of Steel City Academy. * Work with fellow board members to fulfill the obligations of board membership * Behave in ways that clearly contributes to the effective operations of the Board of Trustees: * Focus on the good of the organization and group, not on a personal agenda * Support board decisions once they are made * Participate in an honest appraisal of one's own performance and that of the board * Build awareness of and vigilance towards governance matters rather than management. * Regularly attend board and committee meetings in accordance with the Board Attendance Policy (see below). * Prepare for these meetings by reviewing materials and bringing the materials to meetings. If unable to attend, notify the board or committee chair. * Respond to emails from members of the board/Executive Director within 48 hours * Be prepared to contribute approximately 2-3 hours per month (non board meeting months) or 3-4 hours per month (board meeting months) toward board service which includes: * Attending a bi-monthly board meeting- virtual or in person (2 hours) * Reading materials, preparing for meetings- virtual/independent (1 hour) * Participating on virtual board working groups in the off months from board meeting (1 hours) * Attending events at the school, assisting with fundraising and other ambassador tasks as needed (flex 1-2 hours) * Keep informed about the organization and its issues by reviewing materials, participating in discussions, and asking strategic questions. * Use personal and professional contacts and expertise for the benefit of Steel City Academy. * Serve as a committee or working group member. * Give an annual financial contribution and support capital campaigns at a level that is personally meaningful. * Inform the Board of Trustees of Steel City Academy of any potential conflicts of interest, whether real or perceived, and abide by the decision of the board related to the situation.

Administration/Director Title: Director of Student Services Salary Range: As per EGTSD Administratori's Salary Guide based on degree and experience; range from $125,000 - $135,000 Benefits: Medical/Prescription/Dental Compensation Program: Public Employees Retirement System Qualifications: Education/Certification: Master's degree plus 32 credits is preferred but a Master's degree is required The applicant must hold the School Administrator or Principal certification issued by the New Jersey State Department of Education Preference given to candidates with experience as a member of the Child Study Team Must be mature and possess integrity Must possess vigorous leadership qualities Must possess the ability to work collaboratively with all stakeholders Must pass criminal background check and fingerprints, pre-employment drug screening and TB test Special Knowledge/Skills: Have excellent administrative and/or teaching experience and work with students with special needs, demonstrating an understanding of the needs of these students Demonstrate knowledge and understanding of special education programs and services, pre-referral interventions, curriculum development and program evaluation, child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning Demonstrate an understanding of the regulations regarding the operation of special education programs, including those outlined in N.J.A.C. Title 6, Chapters 26 and 28, U.S.P.L. 93-112, and Section 504. Ability to gather, organize and maintain district-wide confidential records, such as Child Study Team, Speech Language Specialist, OT/PT, nursing and counseling records Ability to recommend budgetary allocations, develop budgets and manage resources Remain abreast of current developments, new trends and research, and contemporary interpretation of content and methodology related to position Establish and maintain professional contact in local, state and national levels Behave in accordance with law and exhibit high standards of professional ethical behavior Follow district and school policies, regulations and procedures Demonstrate excellent organizational skills and the ability to motivate people Exhibit a personality that demonstrates integrity, enthusiasm and interpersonal skills to relate well with students, staff, administration, parents, and the community Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary Demonstrate the ability to use computers for word processing, data management, information retrieval, visual and audio presentations, and telecommunications Perform all duties assigned by the Superintendent or her/his designee consistent with law, policies and regulations Reports To: Superintendent Purpose: The Director of Student Services leads and assumes responsibility for the organization, implementation, coordination, and evaluation of the activities and mandates of the Child Study Team to ensure that all students meet and exceed the New Jersey Student Learning Standards and/or Individualized Education Plan goals. The Director of Student Services supervises Child Study Team members and special education instructional aides. The Director of Student Services also works collaboratively as a member of the district's administrative team and has shared supervisory responsibilities in the areas of instructional program including pre-referral interventions and I&RS, as well as 504 plans. Responsibilities also include the supervision of school counseling programs and school counselors, as well as nursing services and supervision of school nurses. Responsibilities include the supervision of programs for the McKinney Vento Act, Homebound, and the arrangement of transportation for students with disabilities. The Director of Student Services understands the laws and regulations of special education, understands effective diagnostic assessments for students experiencing difficulty in learning, works collaboratively to lead and nurture members of the staff, and communicates effectively with parents, members of the community, and colleagues in other districts and schools. Performance Responsibilities: Establish and promote high standards and expectations for students and staff for academic performance and responsibility for behavior Coordinate, administer, and schedule services and procedures for the referral from Intervention and referral teams, and the evaluation, classification and placement in the least restrictive individualized educational program by the Child Study Team for students who are educationally disabled as required by N.J.A.C. Title 6A Chapter 14 and other state mandates and guidelines Administer, schedule, and evaluate the Child Study Team process for the development, annual review, and third year re-evaluation of Individual Education Plans (IEPs) as required by state and federal mandates and guidelines; ensure teacher and parent participation in the process and access to records, following notification and due process requirements when necessary Ensure that the IEPs address the student's achievement in each of the New Jersey Student Learning Standards including Cross Content Workplace Readiness Skills, Language Arts Literacy, Mathematics, Science and Social Studies Represent the board, when requested, in mediation, administrative hearings and court proceedings relating to students in need of or receiving special services. Complete in a timely fashion all records and reports as required by law and regulation or requested by the superintendent Answer correspondence promptly Follow procedures for safe storing and integrity of all public and confidential school records, ensuring that personnel and student record keeping procedures comply with state and federal law and district policy. Plan, organize, implement, supervise, coordinate, and evaluate a comprehensive program of Homebound Instruction when required (N.J.A.C. 6A:14-4.8 and 4.9) Plan, organize, implement, supervise, coordinate, and evaluate a comprehensive program of speech, hearing and/or language disorders, including programs dealing with both corrective and preventative aspects of communication disorders of voice, language, and articulation, following N.J.A.C. 6A Chapter 14 and other state rules, regulations, and procedures Arrange and monitor transportation of all eligible disabled students Supervise the use of computer assisted instruction in the special education programs Assist the superintendent with the evaluation of the various programs in special education to ensure that they assist students in achieving the New Jersey Student Learning Standards; assist with review of the facilities, the development of curriculum, the evaluation of learning strategies used in classrooms, and the involvement of parents Responsible for the planning and development of pupil services and special education by: Formulating plans, in cooperation with staff members and administration for the improvement of pupil personnel services and special education, that most effectively meets the needs of children and community Assisting in the development of curriculum that provides for various abilities, talents, and interests of students Assisting the principal/s, school counselors and nurses to organize and implement appropriate programs for their respective schools Assisting in the preparation of the annual budget with specific responsibility for those areas related to pupil personnel services and special education Responsible for professional staff supervision and development by: Providing program supervision to school counselors, teachers of special education and instructional aides; he/she shall provide both the administrative and program supervision to speech/language specialists, physical therapists, occupational therapists, and Child Study Team members Making regular, systematic visits and/or conferences with pupil personnel specialists, teachers of special education, nurses and school counselors for the purpose of helping each staff member to become more professionally effective Sharing in the orientation of new pupil personnel specialists and teachers to the school system Developing and maintaining an on-going and well-planned in-service program for staff Encouraging the professional staff to try new techniques, practices, and methods designed to enhance their effectiveness with pupils, parents, and staff Fostering the professional growth and development of staff members with opportunities for inter-visitations, demonstrations, conferences, workshops, and research projects Responsible for program administration and coordination by: Coordinating the activities of counseling, Child Study Team, speech, physical therapy and occupational therapy with administrators and supervisors Promoting a coordinated team approach and a balanced program of services among various pupil personnel specialists that is responsive to the needs of pupils, parents, and staff Reviewing, coordinating, channeling, and scheduling reports for services, including case status and progress to final disposition of services Coordinating pupil personnel services with other out-of-district schools and community agencies that work jointly in the resolution of pupil problems and programs outside of school Providing a leadership role in the continuing development and implementation of administrative procedures related to the collection, maintenance, and dissemination of pupil records Preparing administrative reports for the State Department of Education and the Superintendent of Schools Preparing applications for state and federal grants Coordinate the activities of the special education parent support group Keeping the central administration well informed on all significant matters under his/her supervision Responsible for program evaluation by: Periodically assessing the adequacy of present procedures and programs, and identify possible steps to strengthen the program of services to pupils, parents, and staff Encouraging participation of many… administrators, teachers, students, community laymen in cooperative assessment and planning for a better school, and keeping the community well informed concerning the schools' activities, needs and opportunities Assessing the “climate” of the schools periodically to determine areas of needed improvement Serve as a recruitment officer for pupil personnel specialists and teachers of special education by: Consulting with building principals to develop a job analysis for building-based pupil personnel specialists and teachers of special education for positions that are vacant Examining and screening the applications or resumes for positions, and initiating and conducting appropriate interviews Recommending candidates for a specific position in special education and coordinate with the building principal for an interview Recommending candidates that are under the administrative and functional supervision of the Director of Student Services to the Superintendent of Schools for an interview Supervise all assigned personnel to ensure that all responsibilities are met and exceeded, consistent with research on learning and child growth and development, and strategies in special education instruction Develop with individual staff members a Professional Development Plan (PDP) and ensure that personnel evaluation procedures are accomplished in a fair and consistent manner that encourages accountability, growth and excellence, in accordance with law, board policy, and contractual requirements; recommend to the superintendent the renewal, dismissal, withholding of increment, promotion or other actions for all personnel assigned to the director, following established procedures and timelines Recommend staffing needs and assist with the recruitment and selection of new personnel and provide orientation and assistance and monitor the performance of new staff Provide and coordinate assistance to staff in the regular programs of the district to assist them with classified students or with students who are experiencing difficulty, and provide opportunities for effective staff development that address the needs of the staff, including, workshops, conferences, visitations, demonstration lessons and sessions in which the staff shares successful practices and strategies Prepare grant and other applications as requested by the superintendent Recommend budgets to support assigned programs and coordinate the purchasing of instructional materials and equipment following district procedures and guidelines Collect and analyze data, particularly state assessments, regarding the achievement of classified students and other pertinent information affecting the design and implementation of services and programs, using the information to recommend new programs and modifications in existing programs and share with staff the results of state and other assessments Establish a professional rapport with students and with staff that earns their respect; maintaining visibility with students, staff, parents, and the community Display the highest ethical and professional behavior and standards when working with students, parents, school personnel, and agencies associated with the school Serve as a role model for students, dressing professionally, and demonstrating the importance and relevance of learning, accepting responsibility, and pride in the education profession Notify immediately appropriate personnel and agencies, and follow established procedures when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids Keep the staff informed and seek ideas for improvement; conduct meetings as necessary for the proper functioning of the instructional programs. Use effective presentation skills when addressing students, staff, parents, and the community, including appropriate vocabulary and examples, clear and legible visuals, and articulate and audible speech; use excellent written and oral English skills when communicating with students, parents, and colleagues Communicate regularly with district administrators about the needs, successes, and general operation of the various programs and services; recommend policies and procedures to promote a healthy and supportive climate for learning that addresses the New Jersey Student Learning Standards and responsibility for behavior Attend required staff meetings and serve, as appropriate, on staff committees Represent the school and district at community, state, and professional meetings Continue to grow professionally through collaboration with colleagues and professional growth experiences Summarize, interpret, and disseminate current developments in special education and related services through reading of professional journals, participation in professional development, and involvement in professional organizations Maintain in safe working condition and safely operate all electronic and other equipment needed to carry out job functions and responsibilities Observe strictly and exceed, to avoid the appearance of conflict, all requirements of the School Ethics Act (N.J.S.A. 18A:12-21 et seq . ) regarding conflicts of interest in employment, purchasing, and other decisions, including solicitation and acceptance of gifts and favors, and submit in a timely fashion the required annual disclosure statement regarding employment and financial interests Protect confidentiality of records and information gained as part of exercising professional duties, and use discretion in sharing such information within legal confines Perform any duties that are within the scope of employment and certifications, as assigned by the superintendent and not otherwise prohibited by law Adhere to New Jersey school law, State Board of Education rules and regulations, Board of Education policies and contractual obligations Additional Duties Performs other related tasks as assigned by the superintendent and other central office administrators as designated by the superintendent Evaluation Annually by the superintendent using approved NJ format Physical Demands Works in standard office and school building environment The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The duties of this job are normally performed in the following manner: the employee is regularly required to stand and is regularly required to talk and to hear. The employee frequently is required to walk. The employee is occasionally required to sit; to use hand to finger, handle or feel; to reach with hands and arms; to stoop; kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to adjust focus. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Note: Qualified candidates/incumbents must be able to perform the essential duties and responsibilities with or without reasonable accommodations. As required under the Americans with Disabilities Act (ADA), reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions or duties. It is the responsibility of the incumbent in the position or the candidate once offered the position to inform the East Greenwich Superintendent of any and all reasonable accommodations that may be required. Candidates who need accommodations to complete the application process must inform the Superintendent of their need. Terms of Employment: In accordance with the Collective Bargaining Agreement The East Greenwich Township School District is an Equal Opportunity Employment, Educational and Service Organization.

Director of Student Services JobID: 505 Administration/Director Additional Information: Show/Hide Title: Director of Student Services Salary Range: As per EGTSD Administratori's Salary Guide based on degree and experience; range from $125,000 - $135,000 Benefits: Medical/Prescription/Dental Compensation Program: Public Employees Retirement System Qualifications: Education/Certification: * Master's degree plus 32 credits is preferred but a Master's degree is required * The applicant must hold the School Administrator or Principal certification issued by the New Jersey State Department of Education * Preference given to candidates with experience as a member of the Child Study Team * Must be mature and possess integrity * Must possess vigorous leadership qualities * Must possess the ability to work collaboratively with all stakeholders * Must pass criminal background check and fingerprints, pre-employment drug screening and TB test Special Knowledge/Skills: * Have excellent administrative and/or teaching experience and work with students with special needs, demonstrating an understanding of the needs of these students * Demonstrate knowledge and understanding of special education programs and services, pre-referral interventions, curriculum development and program evaluation, child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning * Demonstrate an understanding of the regulations regarding the operation of special education programs, including those outlined in N.J.A.C. Title 6, Chapters 26 and 28, U.S.P.L. 93-112, and Section 504. * Ability to gather, organize and maintain district-wide confidential records, such as Child Study Team, Speech Language Specialist, OT/PT, nursing and counseling records * Ability to recommend budgetary allocations, develop budgets and manage resources * Remain abreast of current developments, new trends and research, and contemporary interpretation of content and methodology related to position * Establish and maintain professional contact in local, state and national levels * Behave in accordance with law and exhibit high standards of professional ethical behavior * Follow district and school policies, regulations and procedures * Demonstrate excellent organizational skills and the ability to motivate people * Exhibit a personality that demonstrates integrity, enthusiasm and interpersonal skills to relate well with students, staff, administration, parents, and the community * Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary * Demonstrate the ability to use computers for word processing, data management, information retrieval, visual and audio presentations, and telecommunications * Perform all duties assigned by the Superintendent or her/his designee consistent with law, policies and regulations Reports To: Superintendent Purpose: The Director of Student Services leads and assumes responsibility for the organization, implementation, coordination, and evaluation of the activities and mandates of the Child Study Team to ensure that all students meet and exceed the New Jersey Student Learning Standards and/or Individualized Education Plan goals. The Director of Student Services supervises Child Study Team members and special education instructional aides. The Director of Student Services also works collaboratively as a member of the district's administrative team and has shared supervisory responsibilities in the areas of instructional program including pre-referral interventions and I&RS, as well as 504 plans. Responsibilities also include the supervision of school counseling programs and school counselors, as well as nursing services and supervision of school nurses. Responsibilities include the supervision of programs for the McKinney Vento Act, Homebound, and the arrangement of transportation for students with disabilities. The Director of Student Services understands the laws and regulations of special education, understands effective diagnostic assessments for students experiencing difficulty in learning, works collaboratively to lead and nurture members of the staff, and communicates effectively with parents, members of the community, and colleagues in other districts and schools. Performance Responsibilities: * Establish and promote high standards and expectations for students and staff for academic performance and responsibility for behavior * Coordinate, administer, and schedule services and procedures for the referral from Intervention and referral teams, and the evaluation, classification and placement in the least restrictive individualized educational program by the Child Study Team for students who are educationally disabled as required by N.J.A.C. Title 6A Chapter 14 and other state mandates and guidelines * Administer, schedule, and evaluate the Child Study Team process for the development, annual review, and third year re-evaluation of Individual Education Plans (IEPs) as required by state and federal mandates and guidelines; ensure teacher and parent participation in the process and access to records, following notification and due process requirements when necessary * Ensure that the IEPs address the student's achievement in each of the New Jersey Student Learning Standards including Cross Content Workplace Readiness Skills, Language Arts Literacy, Mathematics, Science and Social Studies * Represent the board, when requested, in mediation, administrative hearings and court proceedings relating to students in need of or receiving special services. * Complete in a timely fashion all records and reports as required by law and regulation or requested by the superintendent * Answer correspondence promptly * Follow procedures for safe storing and integrity of all public and confidential school records, ensuring that personnel and student record keeping procedures comply with state and federal law and district policy. * Plan, organize, implement, supervise, coordinate, and evaluate a comprehensive program of Homebound Instruction when required (N.J.A.C. 6A:14-4.8 and 4.9) * Plan, organize, implement, supervise, coordinate, and evaluate a comprehensive program of speech, hearing and/or language disorders, including programs dealing with both corrective and preventative aspects of communication disorders of voice, language, and articulation, following N.J.A.C. 6A Chapter 14 and other state rules, regulations, and procedures * Arrange and monitor transportation of all eligible disabled students * Supervise the use of computer assisted instruction in the special education programs * Assist the superintendent with the evaluation of the various programs in special education to ensure that they assist students in achieving the New Jersey Student Learning Standards; assist with review of the facilities, the development of curriculum, the evaluation of learning strategies used in classrooms, and the involvement of parents * Responsible for the planning and development of pupil services and special education by: * Formulating plans, in cooperation with staff members and administration for the improvement of pupil personnel services and special education, that most effectively meets the needs of children and community * Assisting in the development of curriculum that provides for various abilities, talents, and interests of students * Assisting the principal/s, school counselors and nurses to organize and implement appropriate programs for their respective schools * Assisting in the preparation of the annual budget with specific responsibility for those areas related to pupil personnel services and special education * Responsible for professional staff supervision and development by: * Providing program supervision to school counselors, teachers of special education and instructional aides; he/she shall provide both the administrative and program supervision to speech/language specialists, physical therapists, occupational therapists, and Child Study Team members * Making regular, systematic visits and/or conferences with pupil personnel specialists, teachers of special education, nurses and school counselors for the purpose of helping each staff member to become more professionally effective * Sharing in the orientation of new pupil personnel specialists and teachers to the school system * Developing and maintaining an on-going and well-planned in-service program for staff * Encouraging the professional staff to try new techniques, practices, and methods designed to enhance their effectiveness with pupils, parents, and staff * Fostering the professional growth and development of staff members with opportunities for inter-visitations, demonstrations, conferences, workshops, and research projects * Responsible for program administration and coordination by: * Coordinating the activities of counseling, Child Study Team, speech, physical therapy and occupational therapy with administrators and supervisors * Promoting a coordinated team approach and a balanced program of services among various pupil personnel specialists that is responsive to the needs of pupils, parents, and staff * Reviewing, coordinating, channeling, and scheduling reports for services, including case status and progress to final disposition of services * Coordinating pupil personnel services with other out-of-district schools and community agencies that work jointly in the resolution of pupil problems and programs outside of school * Providing a leadership role in the continuing development and implementation of administrative procedures related to the collection, maintenance, and dissemination of pupil records * Preparing administrative reports for the State Department of Education and the Superintendent of Schools * Preparing applications for state and federal grants * Coordinate the activities of the special education parent support group * Keeping the central administration well informed on all significant matters under his/her supervision * Responsible for program evaluation by: * Periodically assessing the adequacy of present procedures and programs, and identify possible steps to strengthen the program of services to pupils, parents, and staff * Encouraging participation of many… administrators, teachers, students, community laymen in cooperative assessment and planning for a better school, and keeping the community well informed concerning the schools' activities, needs and opportunities * Assessing the "climate" of the schools periodically to determine areas of needed improvement * Serve as a recruitment officer for pupil personnel specialists and teachers of special education by: * Consulting with building principals to develop a job analysis for building-based pupil personnel specialists and teachers of special education for positions that are vacant * Examining and screening the applications or resumes for positions, and initiating and conducting appropriate interviews * Recommending candidates for a specific position in special education and coordinate with the building principal for an interview * Recommending candidates that are under the administrative and functional supervision of the Director of Student Services to the Superintendent of Schools for an interview * Supervise all assigned personnel to ensure that all responsibilities are met and exceeded, consistent with research on learning and child growth and development, and strategies in special education instruction * Develop with individual staff members a Professional Development Plan (PDP) and ensure that personnel evaluation procedures are accomplished in a fair and consistent manner that encourages accountability, growth and excellence, in accordance with law, board policy, and contractual requirements; recommend to the superintendent the renewal, dismissal, withholding of increment, promotion or other actions for all personnel assigned to the director, following established procedures and timelines * Recommend staffing needs and assist with the recruitment and selection of new personnel and provide orientation and assistance and monitor the performance of new staff * Provide and coordinate assistance to staff in the regular programs of the district to assist them with classified students or with students who are experiencing difficulty, and provide opportunities for effective staff development that address the needs of the staff, including, workshops, conferences, visitations, demonstration lessons and sessions in which the staff shares successful practices and strategies * Prepare grant and other applications as requested by the superintendent * Recommend budgets to support assigned programs and coordinate the purchasing of instructional materials and equipment following district procedures and guidelines * Collect and analyze data, particularly state assessments, regarding the achievement of classified students and other pertinent information affecting the design and implementation of services and programs, using the information to recommend new programs and modifications in existing programs and share with staff the results of state and other assessments * Establish a professional rapport with students and with staff that earns their respect; maintaining visibility with students, staff, parents, and the community * Display the highest ethical and professional behavior and standards when working with students, parents, school personnel, and agencies associated with the school * Serve as a role model for students, dressing professionally, and demonstrating the importance and relevance of learning, accepting responsibility, and pride in the education profession * Notify immediately appropriate personnel and agencies, and follow established procedures when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids * Keep the staff informed and seek ideas for improvement; conduct meetings as necessary for the proper functioning of the instructional programs. * Use effective presentation skills when addressing students, staff, parents, and the community, including appropriate vocabulary and examples, clear and legible visuals, and articulate and audible speech; use excellent written and oral English skills when communicating with students, parents, and colleagues * Communicate regularly with district administrators about the needs, successes, and general operation of the various programs and services; recommend policies and procedures to promote a healthy and supportive climate for learning that addresses the New Jersey Student Learning Standards and responsibility for behavior * Attend required staff meetings and serve, as appropriate, on staff committees * Represent the school and district at community, state, and professional meetings * Continue to grow professionally through collaboration with colleagues and professional growth experiences * Summarize, interpret, and disseminate current developments in special education and related services through reading of professional journals, participation in professional development, and involvement in professional organizations * Maintain in safe working condition and safely operate all electronic and other equipment needed to carry out job functions and responsibilities * Observe strictly and exceed, to avoid the appearance of conflict, all requirements of the School Ethics Act (N.J.S.A. 18A:12-21 et seq.) regarding conflicts of interest in employment, purchasing, and other decisions, including solicitation and acceptance of gifts and favors, and submit in a timely fashion the required annual disclosure statement regarding employment and financial interests * Protect confidentiality of records and information gained as part of exercising professional duties, and use discretion in sharing such information within legal confines * Perform any duties that are within the scope of employment and certifications, as assigned by the superintendent and not otherwise prohibited by law * Adhere to New Jersey school law, State Board of Education rules and regulations, Board of Education policies and contractual obligations Additional Duties Performs other related tasks as assigned by the superintendent and other central office administrators as designated by the superintendent Evaluation Annually by the superintendent using approved NJ format Physical Demands Works in standard office and school building environment The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The duties of this job are normally performed in the following manner: the employee is regularly required to stand and is regularly required to talk and to hear. The employee frequently is required to walk. The employee is occasionally required to sit; to use hand to finger, handle or feel; to reach with hands and arms; to stoop; kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to adjust focus. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Note: Qualified candidates/incumbents must be able to perform the essential duties and responsibilities with or without reasonable accommodations. As required under the Americans with Disabilities Act (ADA), reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions or duties. It is the responsibility of the incumbent in the position or the candidate once offered the position to inform the East Greenwich Superintendent of any and all reasonable accommodations that may be required. Candidates who need accommodations to complete the application process must inform the Superintendent of their need. Terms of Employment: In accordance with the Collective Bargaining Agreement The East Greenwich Township School District is an Equal Opportunity Employment, Educational and Service Organization.

* Answer and respond appropriately to our 24-hour crisis hotline * Ability to conduct services over the phone, computer, and in-person * Meet with Clients to formulate safety plans, determine needs, create a case plan, and provide requested referrals and resources * Complete thorough intakes, assessments, case management sessions, and exits * Ensure daily communication and collaboration with Staff to meet the needs of Clients * Document thorough daily case notes into our appropriate databases * Complete statistical or narrative reports to develop program outcomes and/or meet grant requirements Program Initiatives: * Provide ongoing training and support to staff who are newer to the agency * Participate in peer-to-peer shadowing with co-workers, as recommended * Engage in direct communication and receive coaching from Director of Shelter and Client Services * Attend and participate in monthly team and agency meetings * Complete required trainings and participate in in-services and continuing education opportunities * Participate in conflict resolution with peers and Clients, as recommended * Maintain confidentiality of Clients, Staff, and The Caring Place at all times Core Competencies * Ability to conduct crisis intervention * De-escalation Skills * Self-Motivated * Developed Sense of Empathy * Conflict Resolution Skills * Critical Thinking Skills * Organizational Skills * Coordinate interactions that contribute to our safe, stable, nurturing environment * Ability to remain calm during threats of danger * Ability to function calmly in a high stress/fast-paced environment * Ability to identify potential problems/conflicts before they develop into concerning issues * Ability to communicate effectively, both verbally and in writing Education * Must be a PNW Student Requirement * Must have a valid driver's license and vehicle insurance. * Ability to implement all Pandemic policies, as developed. FLSA Status Non-Exempt Apply now Posting Start Date: 9/9/25

Job Title: Aquatics Lifeguard- Student Service Division: Student Life Department: RecWell Compensation Hours/Week $11.10/hour 10-12 hours preferred, 6 hours min. Monday - Friday Required hours may include days, evenings, weekends, and holidays The Division of Student Life is committed to making every experience at Purdue University a learning opportunity for students. Employment within our division provides you the opportunity to work with other great students and leaders. As part of your employment, we incorporate the Leadership and Professional Development Competencies and the Steps to Leaps Learning Pillars into your learning and performance management experience to ensure you are building the skills employers want. Job Description Purdue University Lifeguards must meet the highest level of expectations and qualifications. We require a high degree of competency in skills, critical thinking, and knowledge. Lifeguards are required to prevent, prepare for and respond to emergencies. They do this by being vigilant, enforcing policies, maintaining skills and their fitness, maintaining certifications, responding appropriately to all emergencies, and keeping all users in the aquatic facilities safe. Prerequisites * American Red Cross Lifeguarding/First-Aid/CPR/AED r.24 * Strong swimming skills If you don't have the lifeguard certification yet please apply anyway. We offer reduced priced ($50) opportunities to acquire the required certification. Essential Functions * Emergency response * Policy education and enforcement * Emergency preparedness & risk mitigation * Facility management * Space allocation & resource management Core Competencies Students employed in this role will develop and demonstrate a number of transferable skills essential for future employment success and be reviewed on these skills in their performance evaluation. Communication (Verbal, Written, Non-Verbal, Listen & Observe, Summarize & Distill Information) * Demonstrate professional verbal communication in all interactions * Demonstrate enthusiasm; engage and connect with customers to promote excellent customer experience * Verbally communicates to staff on situations that may arise due to problems * Written communication to complete accurate records according to established procedures Ways of Thinking (Systems Thinking & Planning, Reflective & Analytical Reasoning, Idea Generation, Decision Making, Problem Solving, Ethics) * Utilize policies and knowledge to proactively make decisions and solve problems for area assigned * Develop new or novel ideas through critical thinking and creative processes that address issues and/or lead to change * Understand standards and expectations for personal and professional ethical behavior * Demonstrate knowledge of the position and operation Collaboration (Organization Behavior & Teamwork, Appropriate & Productive Relationships, Helping Others & Working Together, Cultural Intelligence & Inclusion, Service & Social Responsibility) * Working together with co-workers and demonstrate flexibility in a fast-paced, team atmosphere * Establish productive relationships with customers and staff * Acknowledge and support customers and staff with unique needs and differing backgrounds * Work independently to complete responsibilities * Proactively and willingly acquires new skills, tasks, procedures and projects * Provide support to fellow team members Self-Awareness (Self-Understanding, Continuous Learning, Initiative & Follow-Through, Personal Responsibility, Resiliency) * Demonstrate time management skills and attention to detail * Demonstrate initiative; Understand and respond to the various needs of customers and staff * Maintain positive attitude and enthusiasm in times of ambiguity and peak time of demand * Complete work independently in an efficient time manner * Demonstrate dependability and responsibility within operation * Demonstrate punctuality by always being on time to each shift Apply now Posting Start Date: 12/23/25

Position Title Student Services Generalist - Evenings Campus Elizabeth Department Center for Economic & Workforce Development Full-time, Part-time, Adjunct Part Time Exempt or Non-Exempt Non-Exempt Regular,Temporary, or Grant Grant General Description Responsible for recruiting, advising and guiding participants to sustain successful participation in the UCNJ/Center for Economic & Workforce Development Programs. The Generalist will be responsible but not limited to facilitate applications, recruiting, assessment, advising, registration, and placement through personal contact and follow through with the prospective student as she/he proceeds through the intake process. Characteristics, Duties, and Responsibilities * Assist with grant recruitment by providing information to prospective students by telephone, email, and in person (walk-ins). Assist prospective students in completing the participant profile and enter information obtained in the Assessment Log to update the waiting list. * Guide and advise prospective students on the Grant programs and intake process. * Support prospective students referred by grant partner agencies, including the American Job Center and Youth Programs, into the grant program. * Schedule and confirm pre-test dates through direct outreach via calls and emails. Update the Assessment Log with test results and placement level. * Set up registration appointments for enrollment. * Assist in the interview processes for specific classes, Integrated Education and Training (IET) and Civics classes. And identifies client supportive service needs. * Develops individual educational and career plans for students based on student interest, academic levels and career assessment. Develops a student IEEP (Individual Education and Employment Plan) with student. * Prepare and oversee the computer lab for pre-tests, creating testing tickets and proctoring sessions, including CLAS-E and CASAS assessments. * Manages pre-intake and post-intake processes. Manage the intake process, creating and maintaining student folders and ensuring all required documentation is submitted to MIS. * Prepares and maintains necessary records and files on recruitment, assessment, enrollment, advising, and job placement. * Conduct follow up exit interviews with students who have completed courses, reviewing their Individual Education & Employment Plans (IEEP) and offering guidance on next steps and additional resources. * Initiates and conducts post-surveying for student outcomes. * Performs liaison duties with cooperative agencies and programs. * Responds to all program related requests. * Initiates and supports CEWD recruitment efforts for all programs. * Reads, interprets, and communicates College and CEWD policies and procedures. * Recommends improvements in department procedures. Collaborates with other staff/administrators/instructors to identify needed improvements in procedures and communication. * Other duties as assigned which help CEWD realize contractual goals. Education Requirements Bachelor's degree required. Experience Preferred Experience: * Experience working in Workforce Development programs. Competencies and Skills Required * Fluent in Spanish preferred * At all times exercise professionalism and confidentiality with staff and students. * Outstanding customer service and communication skills. * Proficiency in MS Office suite of applications and social media. * Must possess strong interpersonal skills to interact tactfully and courteously with students, the general public, faculty, and other staff members. * Must be a "quick study" in order to quickly grasp knowledge of policies and procedures relating to every aspect of student services that a prospective or current student may utilize. * Analytical and problem-solving skills. * Ability to take required initiative to solve problems. * Ability to collaborate with others. * Commitment to service and a diverse student population. * Ability to multi-task in a busy environment and ability to meet deadlines. * Ability to remain discreet with student and staff information. * Flexibility of schedule. Ability and willingness to travel locally. * Valid driver's license and reliable vehicle. Physical Demands and Work Environment * This position's duties are normally performed in a typical interior/residence work environment, based on the activity scheduled. * Some physical effort required; however, the employee must occasionally lift and/or move up to 25 pounds. * No or very limited exposure to physical risk. * Some travel required. Salary $25.00 per hour Additional Information UCNJ Union College of Union County, NJ does not discriminate and prohibits discrimination, as required by state and/or federal law, in all programs and activities, including employment and access to its career and technical programs. UCNJ Union College of Union County, NJ is an EEO/AAP Employer/Protected Veteran/Disabled ============== Disclaimer: This outlines the general nature and key features performed by various positions that share the same job classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties and qualifications required of all employees assigned to the job. Nothing in this job description restricts management's right to assign or re-assign duties to this job at any time due to reasonable accommodations or other business reasons. ============== We offer a comprehensive benefits package for full-time faculty and staff which includes Medical, Dental and Vision Benefits. We also offer twenty vacation days, ten paid holidays, and a ten-week summer work schedule which allows the college to close on Fridays. Other additional benefits include gym privileges, tuition remission for credit and non-credit courses at UCNJ Union College of Union County, NJ, and tuition reimbursement for an approved degree program at an accredited college or university. Terms of Employment Responsible for recruiting, advising and guiding participants to sustain successful participation in the UCNJ/Center for Economic & Workforce Development Programs. The Generalist will be responsible but not limited to facilitate applications, recruiting, assessment, advising, registration, and placement through personal contact and follow through with the prospective student as she/he proceeds through the intake process. Grant Position: Position will be terminated upon expiration of grant funding. Posting Detail Information Open Date 10/08/2025 Close Date Open Until Filled Yes