School standards coach jobs near me

Fully Remote, 1099 contract (full-day) Hourly rate: $29 -33 USD. Rates are negotiable and subject to change depending on the assignment California or New York State Korean teaching certification is required. Must be authorized to work in the United States Hours vary throughout the day and after school Join our pool of educators who have access to our educator portal, where you can select the jobs aligned to your certification as they become available according to our school and district partners! This is a 1099 Independent Contractor position following the school district's calendar. Immediate start dates are based on available placement opportunities upon completion of the application process. Fullmind partners with hundreds of U.S. schools to ensure every child has access to education. We fill teacher vacancies by live-streaming certified educators directly to students. As a Fullmind educator, you'll deliver virtual instruction and guide students to course completion! Learn more: ************************************** As a Fullmind educator, you will: Have access to our educator portal where you can select the jobs you take on as a Fullmind educator. Promote creativity and excitement in the virtual learning environment. Create strategies to engage and nurture student learning and student relationships. Create lesson plans aligned with the class curriculum. Keep track of student grades and performance Requirements Must be authorized to work in the United States and have a current California or NYS Korean teaching certification. Must have a Bachelor's Degree from an accredited college/university. Laptop or desktop computer, webcam, headset, and reliable internet access. Complete a virtual skills teaching demonstration + submit a background check as part of the application process. Prior online teaching experience is a plus! Benefits This is a contract position and does not include benefits. FMHB

Job DescriptionRate: $55 - $60/hour MLL Teachers provide multilingual students with differentiated instruction through collaboration and co-teaching with general education, special education, and grade-level specialists and related service providers. You Will: Plan and deliver exceptional instruction to multilingual learners based on E. L. Haynes' rigorous academic standards, curriculum framework, graduate profile, and student assessment data; Utilize best practices in second language acquisition for teaching MLL students in a co- taught or stand-alone classroom or small group; Collaborate with grade-level teams and individual teachers to differentiate and scaffold instruction based on students' English proficiency levels; Provide supports and ensure students receive accommodations and modifications to the curriculum, lessons, and learning environment; Conduct formative and summative assessments of student performance; Collect and analyze data and student work samples to report on quarterly progress of language and content goals Ensure services and supports are in compliance with Washington, D.C. and federal laws and regulations; Work together with other teachers and specialists through our inclusive program to reach all students; Create a positive and supportive classroom culture and environment that puts relationships with students first; Engage parents and families in their students' success; Lead or co-lead a student advisory group to build community and for social, emotional, and academic support; Be an active member of the school community, attending and participating in school events outside of regular school hours, and completing other duties as assigned; and Own your learning through participation in ongoing instructional feedback cycles and individual and team professional development. You Have: A bachelor's degree; Two or more years of experience working in culturally, demographically, and socially diverse educational settings; Experience in data-driven instruction; Strong experience working with multilingual learners in a classroom setting; Foundational knowledge of second language acquisition; A clear understanding of standards-based curriculum and standards-based assessment; An ability to build a positive and supportive classroom culture; Used models and exemplars to drive instruction; Strong collaboration skills in order to ensure student success You Might Also Have: A Washington, D.C. teaching certification; A strong background in differentiated and individualized instruction; Knowledge of providing sheltered language instruction in content-area classrooms; Experience in hands-on learning such as experiential learning or project-based learning; Proficiency in another language; and An advanced degree in education or your subject area. This is your chance to be part of a supportive team, make a meaningful difference, and grow in your career. Apply today!

Job DescriptionHigh School Gifted Writer Coach & Mentor We are seeking a highly experienced and inspiring Writing Coach and Mentor to work with gifted and motivated high school students who demonstrates exceptional talent and passion for creative and academic writing. This role goes beyond standard tutoring; it requires a specialization in advanced literary analysis, refined writing techniques, and a proactive approach to identifying and preparing the student for competitive and publication opportunities for gifted youth. The goal is to challenge, refine, and strategically advance the students skills and portfolio. Key Responsibilities 1. Advanced Instruction and Skill Development Provide individualized, high-level instruction in various writing genres, including creative fiction, poetry, non-fiction (essays, analysis), and advanced academic writing. Refine the student's mastery of voice, style, structure, and literary technique, pushing beyond high school curriculum standards. Lead in-depth literary analysis, helping the student to critically engage with sophisticated texts and apply advanced rhetorical strategies to their own work. Offer detailed, constructive critiques and guide the student through rigorous revision processes to develop portfolio-ready pieces. Conduct research on specialized writing topics and provide relevant readings and exercises to expand the student's intellectual and creative horizons. 2. Strategic Mentorship and Opportunity Navigation Actively research and identify high-profile writing competitions (e.g., Scholastic Art & Writing Awards, Foyle Young Poets, recognized essay contests) relevant to the student's interests and strengths. Mentor the student through the entire submission process, including tailoring work to contest guidelines, meeting deadlines, and reviewing entry requirements. Identify and recommend specialized summer programs, workshops, and literary conferences designed for gifted high school writers (e.g., university programs, independent writing retreats). Assist in exploring early publication opportunities in literary journals, anthologies, or magazines that accept student work. Help curate a strong, professional writing portfolio suitable for college applications and selective programs. Required Qualifications Education: A Master's degree (or higher) in Creative Writing, English Literature, Journalism, Education, or a related field. Experience: A minimum of 3 years of professional experience in one or more of the following: Teaching at the university or college level (Composition, Creative Writing, or Literature). Serving as a professional editor, writing coach, or published author. Experience specifically working with gifted or advanced high school students. Expert Knowledge: Deep familiarity with national and international writing competitions, literary journals, and summer programs targeting high school students. Skills: Exceptional communication skills, ability to inspire creativity, patience, and a demonstrated ability to provide effective, critical feedback. Please submit a resume detailing your relevant experience, a brief cover letter outlining your coaching philosophy, and a list of any writing competitions or publications you have helped students successfully navigate. This is a remote position.

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Rocketship Public Schools is seeking an experienced, visionary, and results-oriented Humanities Manager to lead and develop a team of teachers across approximately three grade levels. The Humanities Manager will play a critical role in accelerating student learning and teacher growth by coaching, managing, and inspiring educators to deliver rigorous, engaging, and equitable instruction in literacy, social studies, and writing. As a key member of the school's leadership team, this leader will serve as a model of excellence in instruction, culture, and school-wide impact-driving student achievement, adult culture, and curriculum fidelity across the Humanities content areas.Instructional Leadership & Coaching Provide frequent, high-leverage coaching and real-time feedback to teachers, using observation, co-teaching, and modeling to improve instruction rapidly. Lead weekly data-driven planning sessions and unit pre-planning to ensure that teachers are well-prepared to deliver grade-level content with rigor and clarity. Review and give actionable feedback on lesson plans to ensure alignment with standards, grade-level outcomes, and student needs. Monitor classroom instruction and culture regularly to identify trends, celebrate wins, and address areas for growth through direct support and accountability. Professional Development Design and lead dynamic, data-informed professional development aligned to school priorities, student needs, and teacher development goals. Ensure that all professional learning opportunities provide immediately applicable content that strengthens both conceptual understanding and practical classroom execution. Follow up with coaching supports that reinforce implementation of PD learning. Curriculum & Instructional Fidelity Ensure that all aspects of the school's Humanities curriculum are implemented with fidelity, including during whole group instruction and small group intervention. Monitor the quality and consistency of instruction during small group intervention blocks, with a particular focus on supporting students performing below grade level. Provide intervention support directly to students in two assigned grade levels to model instructional excellence and accelerate student progress. Data-Driven Practice & Assessment Analyze student data regularly to monitor progress toward grade-level and grade-band goals. Support teachers in aligning instruction to ongoing formative assessment data, including re-teaching, differentiation, and small group planning. Oversee grading practices and ensure alignment to the school's grading policy, providing training and support to teachers and holding them accountable for accurate and timely implementation. Culture & Leadership Serve as a culture-setter and bar-raiser for adult culture in the building-modeling positivity, high expectations, humility, and collaboration. Ensure consistent implementation of the school's student culture model so that all classrooms are emotionally and psychologically safe, structured, and joyful environments for students. Hold teachers accountable for maintaining high expectations for student behavior, engagement, and effort. Performance Management Conduct regular performance evaluations for teachers in assigned grade levels, using a growth-oriented, standards-aligned rubric. Develop individualized growth plans for teachers who need targeted support, and monitor progress against goals through frequent check-ins. Identify and cultivate teacher leadership within your team, helping to build capacity for sustained excellence. Multi-Tiered Systems of Support (MTSS) Collaborate with the school-based MTSS team to identify students in need of academic and/or behavioral support in your grade levels. Contribute to intervention planning and monitoring, ensuring that students receive timely, targeted supports aligned with data. Partner with families and service providers to monitor student progress and engage caregivers as allies in support of their child's success. School-Wide Priorities & Collaboration Contribute actively to school-wide leadership priorities including student attendance, enrollment, family engagement, and culture-building initiatives. Work closely with other instructional leaders, interventionists, and service providers to promote coherence across content areas and student supports. Participate in regular leadership team meetings, instructional walkthroughs, and strategic planning aligned with Rocketship's mission and goals. Qualifications Bachelor's degree required; Master's degree in Education, Curriculum & Instruction, or related field preferred. At least 3 years of demonstrated success as a classroom teacher in ELA or Humanities content areas. At least 2 years of experience coaching teachers, managing teams, or leading professional development-preferably in an urban or high-performing charter school. Deep knowledge of standards-aligned instruction in reading, writing, and social studies, including intervention practices for below-grade-level readers. Familiarity with culturally responsive pedagogy, small group instruction, and data-driven planning and assessment. Key Competencies Instructional Expertise: Models and coaches for rigorous, standards-aligned, and inclusive instruction. Equity & Inclusion: Actively champions equity and ensures all students-especially those furthest from opportunity-have access to excellent instruction and support. People Leadership: Builds trust, develops teachers, and fosters a culture of high expectations and joyful collaboration. Strategic Thinking: Translates school goals into action through systems, coaching, and consistent follow-through. Data-Driven Practice: Uses assessment data and student work to drive instruction and decision-making. Cultural Leadership: Sets the tone for a positive adult culture and maintains high expectations for classroom and school-wide culture. Physical Demands:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand; walk; sit; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds and occasionally climb ladders. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. Compensation:Commensurate with qualifications and experience, plus excellent health and wellness benefits, 403b retirement plan, flexible spending account (FSA), and generous paid time off. Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools' employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy. For questions, concerns, or complaints, please contact Human Resources.

The Math Coach researches and provides teachers with information and guidance regarding innovative math practices, conducts/facilitates pilots of instructional materials and implementations, and measures the effectiveness of these efforts by monitoring student progress and using performance data to continually adjust and improve upon student achievement. Certificates and Licenses: Florida 5 Year Professional 5-9 or 6-12 Math Teaching Certificate Residency Requirement: Florida This positions offers a base salary of $47,500 plus the eligibility of a performance bonus. Start Date - ASAP K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better. Passionate Educators are needed at the Stride K12 partner school, Digital Academy of Florida (DAOF). We want you to be a part of our talented team! The mission of Digital Academy of Florida (DAOF) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! The Math Coach researches and provides teachers with information and guidance regarding innovative math instructional practices, conducts/facilitates pilots of instructional materials and implementations, and measures the effectiveness of these efforts by monitoring student progress and using performance data to continually adjust and improve upon student math literacy. ESSENTIAL FUNCTIONS: Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties. Researches and provides content knowledge, resources and guidance regarding a range of effective and innovative math practices; Imparts knowledge and supports teachers through activities such as introducing new teaching strategies, assessment techniques and results interpretation as well as preparing resource materials for use by districts, conducting one-to-one discussions and coaching sessions, demonstrating lessons with pre-and post-discussions analysis, conducting study groups, participating in staff meetings and professional development; Coordinates/facilitates pilots of instructional materials and software implementations; Monitors student progress through K12's interactive lessons and daily assessments; Coordinates/facilitates reading intervention initiatives for students in grades K-5 Collects and reviews work samples; Alerts administrators to any concerns about student performance and progress; Maintains the confidentiality of school, teachers, and classrooms. Supervisory Responsibilities: This position has no formal supervisory responsibilities. MINIMUM REQUIRED QUALIFICATIONS: Bachelor's degree in Education or related field of study AND Five (5) years teaching experience AND Two (2) years of successful coaching/mentoring experience OR Equivalent combination of education and experience OTHER REQUIRED QUALIFICATIONS: Pedagogical knowledge of math content and ability to apply critical thinking Knowledge of state content standards and ability to align those with the K12 curriculum Ability to embrace change and adapt to ensure excellent student outcomes Ability to problem solve independently and have a high level of organization 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 a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school Ability to travel as required (approximately 25% of the time) for face-to-face professional development, student testing, and as required by school Access to reliable high-speed internet Proficient in Microsoft Excel, Outlook, Word; PowerPoint; Ability to rapidly learn and adapt to new technologies and teaching platforms Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum Ability to clear required background check DESIRED QUALIFICATIONS: Masters Degree in Education 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. This is a home-based position Job Type Regular The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law 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. If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting *********************. Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

. JerseySTEM is looking for talented professionals across our departments to commit time and energy as long-term engagement for our mission to provide STEM education to underrepresented middle school girls. The School Onboarding Specialist provides customer service support to the schools, helps the school through their onboarding and provides information and feedback to the school after the account is initiated. Responsibilities Manage middle schools onboarding as they begin their partnership with JerseySTEM. Effectively communicate with school liaisons to assist in the onboarding process Partner with other team members before, during and after the onboarding process to ensure effective program set-up Help the school process: The Memorandum of Understanding The parents flyers The students roster Attend virtual team meetings weekly : (Sundays 6pm-6:30pm EST) Qualifications Genuine concern about/interest in solving the STEM education gender gap Ability to establish and maintain connections with area schools Resourceful, can-do attitude Experience with K-12 schools as a parent, former student professionally Outreach experience preferred Comfort working in a ‘virtual organization' with digital tools (G-Suite, Slack, Jira, salesforce) Would be a plus if candidate has flexible schedule to allow for day time calls with the school admins during the work week Time Commitment 3-6 Hours weekly 6 months minimum

Monmouth University is seeking applications for part-time Academic Coaches in the Tutoring Services department. Academic Coaches are faculty members with strong teaching backgrounds and knowledge of study strategies and learning styles. They provide a comprehensive service for students who want to improve their academic and self-management skills, such as time management, organization, and study skills. Tutoring Services at Monmouth University offers this support to help students achieve their academic goals along with self-advocacy and independent, life-long learning. During 1:1 sessions, coaches will review the content and structure of each individual coaching session and, in collaboration with the student, determine a plan. Additionally, the coach will identify the student's unique learning strengths, using the CSI (College Student Inventory for First Year students) and other tools to develop individual plans for academic support and promote self-confidence and independence. Academic coaches will help first-year students to learn how to use syllabi effectively and learn how to manage their schedules to accommodate such things as classes, work, etc. They will coach students through the obstacles that arise at any point and help students create positive, effective habits that lead to academic and professional success. This is an in-person, on campus, non-remote position. For additional information about the department, please visit the Tutoring Services webpage. Duties and Responsibilities: Provide academic support for First Year Advising referrals, Department of Disability Services referrals, probationary students, and students who receive MEWS notifications. Provide individual tutorial sessions. Learn how to use Navigate360 to document student attendance and notes about each tutorial session. Attend Tutoring Service meetings and training sessions as required. Communicate regularly with the Director about student progress and report any concerns. Follow up with students as needed. Enrichment Statement: Monmouth University values diversity and invites applications from underrepresented groups who will enrich the teaching and service missions of the university. Minimum Qualifications: Be willing to complete the National Tutoring Association (NTA) Basic Level Tutor and Academic Coach training via online platform. Commitment to helping students maximize their learning through tutoring sessions. Commitment to providing learning/study strategies in all areas. Commitment to providing positive student/teacher relationships. Willingness to utilize traditional and current best educational practices on a yearly basis, which includes updating workshops in response to student population or by Director request. Willingness to utilize technology to enhance the learning experience. Preferred Qualifications: College-level teaching experience. Experience in conducting tutorials. Knowledge of different learning styles, modalities, and experience with students of diverse learning abilities. Additional Application Material Required: Monmouth University requires all applications and supporting documents to be submitted via the university's career portal. In addition to the application, candidates must upload the following: Resume or Curriculum Vitae Cover Letter Optional Documents: Professional References Special Instructions to Applicants: We encourage candidates to include information in the cover letter that addresses their approach to teaching and their plans to advance diversity, equity, and inclusion in their position at Monmouth University. Questions regarding this search should be directed to: Dorothy Cleary at ******************** or ************ Note to Applicants: Adjunct positions remain posted continuously to expand the university's pool of qualified adjunct faculty. Screening of applications will commence when an open position becomes available. Should a position become available, you will receive an email advising you of the next steps. Working at Monmouth University perks: Earned sick leave: Monmouth University provides its part-time staff employees, including on-call staff and temporary employees, with earned sick leave according to the New Jersey Paid Sick Leave Act. Fitness Center - Employees are entitled to use the Fitness Center while employed in their PT or on-call capacity Recreational & Cultural Activities - Athletic and cultural events throughout the academic year are open to employees. Many of these events are open to employees free of charge or at reduced costs. University Bookstore discount - Employees receive a ten percent (10%) discount on most items purchased in the University Bookstore. To view a full list of benefits, visit our benefits page at: Employee Benefits Information | Human Resources | Monmouth University Department: Tutoring and Writing Services Work Schedule: 4 to 8 hrs. per week Total Weeks Per Year: 28 Expected Salary: $24.00 per hour Union: N/A Job Posting Close Date N/A

Job DescriptionLocation: Rockville, MD 20850Date Posted: 10/31/2025Category: SchoolEducation: High School Diploma/GED Delta-T Group connects professionals with client opportunities within the education, social service, behavioral health, and disability sectors. With over 35 years in business, we have built a reputation for referring highly qualified professionals for rewarding short and long-term independent contract opportunities. One of our clients is seeking a motivated professional to work as a Teacher in the Northern, VA & Washington, DC area. SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY Creating a safe, nurturing, and educational environment for young children, supporting their social, emotional, cognitive, and physical development. This teacher is expected to implement developmentally appropriate practices, plan and conduct learning activities, manage the classroom, and work collaboratively with families and other staff members. Ensure high standards of care and education. Compensation Rate range from $19 & up per hour. * Plan and Implement Age-Appropriate Curriculum * Observe and Assess Children's Development * Foster a Safe and Nurturing Classroom Environment * Engage with Children in Meaningful Ways * Classroom Organization and Maintenance * Adhere to Health and Safety Standards * Collaborate with Other Staff Members * Continue Professional Development * Maintain Documentation and Reports * Support Social and Emotional Development * Assist with Program Administration CLIENT'S REQUIRED SKILLS AND EXPERIENCE * High School Diploma/GED, AA/BA/BS/CDA-(45hrs) in Early Childcare Education or related field * Current CPR & First Aid Certification * Ability to establish and follow detailed work procedures. * Ability to work well with students, staff and parents in a professional manner. * Experience working in all school settings. * Fantastic organizational and teamwork skills. * $19.00+ hourly DTG ADVANTAGES * Establish a relationship with one of the nation's largest referral agencies for behavioral-health. * Compensated processed weekly * Increase or decrease your schedule at your deciscretion: choose opportunities that best fit your schedule * Accessibility to grow professionally * Access to a broad array of client opportunities DTG'S COMPANY MISSION Delta-T Group's mission is to provide cost-effective, reliable referrals, and innovative staffing solutions, for the social services, behavioral health, allied health and special education fields, for the betterment of independent behavioral health professionals seeking new opportunities and those needing care and support. Title: Teacher CDA Certified $19.00+/hr Class: Education Type: INDEPENDENT CONTRACTOR 1099Ref. No.: 1280165-25BC: #DTG158 Company: Delta-T Group Virginia, Inc.Contract Contact: Contract Submit Edu VAOffice Email: *********************** Office Phone: ************Office Address: 1952 Gallows Road, Suite 100, Vienna, VA 22182 About Us: Each Delta-T Group office is separately incorporated. Delta-T Group is a referral service for self-employed independent contractors seeking behavioral healthcare education and social service supplemental marketplace opportunities. Delta-T cannot guarantee any number or duration of referrals or opportunities as a result of your registration. When and if opportunities become available, you may accept or decline such referrals at your sole discretion.

Sheppard Pratt School in Rockville is a nonpublic special education day school serving students ages 5-21 (grades K-12) with a range of needs including autism, development delay, emotional disability, multiple disabilities, other health impairments, specific learning disability, and speech or language impairments. Our small class sizes and individualized instruction ensure that students receive the attention and support they need to succeed academically and emotionally. Our team provides a supportive and structured environment that integrates specialized academic instruction, counseling, transition services, and behavioral modification tailored to each student's unique needs. What to expect. You will supervise and coordinate the Individualized Education Plans (IEP) process for all students within our care. You will serve as a resource for our staff and provide effective liaison within the local school system administration. Specific responsibilities include: Coordinating the process for Individualized Education Programs (IEPs) to include scheduling, organizing preparations, and leading IEP meetings. Mentoring staff in the IEP process, standards, and schedule to ensure their success. Representing the school when reviewing student progress and determining need for placement and renewal of funding. Coordinating timely and quality documentation for annual IEP and other meetings. What you'll get from us. At Sheppard Pratt, you will work alongside a multi-disciplined team led by a bold vision to change lives. We offer: A commitment to professional development, including a comprehensive tuition reimbursement program to support ongoing education and licensure and/or certification preparation Comprehensive medical, dental and vision benefits for benefits eligible positions 403b retirement match Generous paid-time-off for benefit eligible positions Complimentary Employee Assistance Program (EAP) Generous mileage reimbursement program The pay range for this position is $56,160 minimum - $95,513 maximum. Pay for this position is determined on a number of factors, including but not limited to, years and level of related experience. What we need from you. A bachelor's degree in special education or general education, master's degree preferred. Must possess or demonstrate eligibility to apply within 30 days of start date, MSDE Professional License (PL) in secondary education or special education. Must have at least 1 year of experience in direct instruction, formal and informal assessments, learning disabilities, autism, and aligning IEP goals and objectives. Sheppard Pratt's mission-driven culture offers an environment where you can explore what motivates you both professionally and personally. Impact opportunities include hospitals, special education schools, residential programs, outpatient centers, and more. We offer continuing education, tuition reimbursement, and career development programs to facilitate your professional growth. Together, we can put your purpose to work. #LI-HD1

Job Title: Middle School Boys Lacrosse Head Coach Located in Loudoun County, Community Church exists to love people the same way God loves us. We desire to see people experience God, meet friends, make a difference, and become a leader. Virginia Academy serves the mission of Community Church by preparing students for their best life, through faith (a confidence in God), scholarship (a passion for knowledge), and purpose (a desire to make a positive impact). We see our graduates making a positive impact in every arena of life. VAA Athletics Statement of Values VAA will never be a school driven by athletics. We are a Christian school. We will excel and strive to win in athletics, but that will never be our primary passion. The glory of Christ and his church is what drives us! Our mission is summed up in 3 words- Faith. When we say ‘faith' we mean a passionate, observable Christianity. A Christianity that is first and foremost deeply committed to the success of the church, God's mission to bless the world. We do not tolerate a ‘churchless-Christianity'-a false Christianity that is inactive and unfaithful to the family of God. This version of ‘faith' makes us nauseous. We are not interested in perpetuating a form of Christianity where low expectations and commitment produce weak and ineffective churches. We, the church must not fail. We must win. We are the hope of the world. Translation: If you want to be on the VAA team as a coach, teacher or administrator, the expectation is that you will be an active contributing member of our church. If God's house, if his family, if his program on the earth is unimportant to us, how can we possibly make it important to others? If we contribute to or cultivate a faith in others that is churchless, what does it matter if we play a sport or teach a class? As the church goes, so goes the family, the community, the nation and eventually the world. Scholarship. The Christian faith is grounded on truths that are well substantiated and discoverable by any honest seeker. As such, VAA is not fearful of open and honest inquiry. We want to cultivate in our students a desire to love God with their minds-to learn how to reason correctly and how to identify and avoid faulty logic. For us, learning how to think is just as critical as learning what to think. The honest pursuit of truth, wherever it might lead, is the greatest vanguard to liberty. After all, it is truth that sets people free. It is a sad reality today that most institutions of learning no longer see their primary role as pursuing truth but creating safe places where no student is allowed to be offended by inconvenient research and data or opposing viewpoints. Translation: If you want to be on the VAA team as a coach, teacher, or administrator the expectation is that you will be a life-long learner. There is always more to learn about God, his word, his world and even the subject you currently teach and the role you may occupy. If you haven't grown in your thinking or changed your mind about something because of your own study and research, then a position at VAA would not be a good fit for you. If you're on our team, you should always be ready to share what you're reading, what you're learning, and how you're growing. Purpose. Why are you here-why are you alive and living? At VAA we believe that discovering your purpose is the most important ingredient in determining success. Have you discovered what you were created to do? Are you doing it? This is the first lesson learned-the first question answered in traditional Christian education is, ‘What is the chief end of man?' Do you know the answer? At VAA, we believe each student is like an arrow. Arrows are not formed in nature without intelligent outside assistance. They don't just fall from trees with a straight shaft, pointed arrow, and feathers ready for flight. No! Arrows take patient work and fashioning. They are not made to sit safely in a quiver. But they are made to be launched and to hit the mark. Likewise, at VAA we want our graduates to have a clear picture of the mark in life they are aiming for and resources to hit it-bullseye! Translation: If you want to be on the VAA team as a coach, teacher or administrator, the expectation is that you understand what God's calling in life is for you, or that you are at least striving to discover it. When we stand before the Lord to give an account for our lives, it would be terrible to hear the Lord remorsefully say, “Son, that's not what I wanted you to do with your life.” We don't want that for you, nor do we want that for our students. Scripture says that God's unique will for each of our lives is good, pleasing and perfect (Romans 12:1-2)! What can you find to do that's better than perfect? In other words, living in the center of God's will for our lives is living the dream! We, the staff at Community Church and VAA feel exactly like that-we're living the dream. So, if this is just another job, or even worse, just a way to pay the bills or be around a sport you love, while ok, this is definitely not the place for you. This position reports directly to the Athletic Director. Key Responsibilities Understand with complete clarity and work to uphold the mission, vision, and values of Community Church. Know and uphold all policies and procedures - employee, parent/student, crisis management, etc. Model Christ-like character, God-dependency, and church attendance/participation for students and parents. Provide proactive care/supervision of students; referring them to the school nurse and Athletic Trainer for medical and/or first aid needs. Daily provides a well-prepared and managed environment for learning consistent with the school's mission, values, objectives, policies, and procedures of best practice. Plan and execute well thought out practice plans. Provide feedback and opportunities for growth for all players throughout the season. Build relationships with students and parents (especially the students), which transcends the field/court and shows genuine care and concern. Collaborate with teachers and other staff members to ensure each student's needs are met as needed. Attend orientation and monthly faculty meetings for continued development, communication, and problem solving. Conduct a Parent Meeting prior to the beginning of each season. Proactively and professionally provide regular and necessary communication with parents regarding student performance, behavior, and overall progress; answering incoming emails and phone calls with a timely, professional response. Effectively make use of the school data system and other communication tools (i.e. FACTS and TeamSnap) for parents and students to remain engaged updated with pertinent information. Meet with parents for feedback, concern resolution, and student course correction as needed and/or scheduled. Assist teachers and school administration by monitoring students' academic and behavioral progress. Manage team uniforms and equipment - taking inventory and reporting lost/damaged items to the Athletic Director. Plan and communicate needed equipment and/or programming. Set and meet yearly goals and seek out professional growth opportunities. Prescribe to all action plans for future growth as prescribed by the Athletic Director through informal and formal performance reviews/observations. Submit purchase requests for needed supplies. Submit reimbursement requests for approved purchases as needed. Core Values Time with God. Motto : We run on the Holy Spirit. Empowering. Motto : We build up! Accountable. Motto : Everyone's coached. Mission 1st. Motto : We are missional and not positional. Over-the-top. Motto : We go above & beyond expectations. Relational. Motto : We are a family. Authentic. Motto : We share our struggles. No matter what! Motto : We take risks! Grateful. Motto : We get to do this! Electrifying. Motto : We create the atmosphere. Education: Be a genuine believer and active follower of Christ. CPR/First Aid and/or MAT Certified. Desired Bachelors or Masters. Experience: A passion to win kids through coaching. Demonstrated ability to work well with children/youth. Well-rounded knowledge of the sport specific process and subject matter. 2 years of High School Coaching experience. Desired Experience as a student/athlete in the sport. Experience in a church-run school. Proficiency in G-suite (Gmail, Docs, Slides, Sheets, Classroom, etc.) The above statements are intended to describe the general nature and level of work being performed by the individual(s) assigned to this position and should not be considered a contract of employment. They are not intended to be an exhaustive list of all duties, responsibilities, and skills required. Management reserves the right to modify, add, or remove duties and to assign other duties as necessary.

Job Description Substitute Teacher - Two Rivers Public Charter Schools (Washington, DC) Spur, a digital staffing agency, is seeking dedicated and professional Certified Substitute Teachers for Two Rivers Public Charter Schools in Washington, DC. Position Overview The ideal candidate is passionate about education, enjoys working with students, and is committed to maintaining a structured and engaging learning environment. Substitute teachers are expected to be punctual, professional, and adaptable, following the school's policies and procedures while managing the classroom in the absence of the regular teacher. Key Responsibilities Implement pre-planned lessons provided by the classroom teacher. Assign and collect classwork and homework. Maintain classroom control and discipline, ensuring a positive learning environment. Take attendance according to school procedures. Provide daily reports on student behavior, participation, and progress. Set up and operate basic classroom technology as needed. Follow all school rules and procedures to maintain a safe and supportive atmosphere. Perform other assigned duties to support student learning. Required Knowledge, Skills, and Abilities Friendly, professional, and approachable attitude. Flexible availability, with the ability to work on-call. Previous experience working with children in an educational setting preferred. Ability to lift up to 40 lbs. as needed. Strong classroom management skills and ability to adapt to different grade levels. Qualifications Candidates must meet one of the following requirements: Associate's Degree 48 advanced credit hours from an accredited institution Passing score of 461 on the ParaPro Assessment Additionally, candidates must provide: Tuberculosis (TB) test results Washington, DC background check Reference check and employment history verification Compensation & Schedule $140.00 per day Must be available to work Monday - Friday, 7:00 AM - 4:00 PM (Hours vary by location). Hiring Process Accept Job Offer Complete the New Worker Profile in the Spur app Complete the background check process Start working on your assignment Perks & Benefits Weekly pay every Friday (direct deposit or Spur pay card) Unlimited access to free online training opportunities Health insurance options available Free telehealth, teletherapy, and prescription discounts (no insurance required) Apply today and make a difference in the lives of students at Two Rivers Public Charter Schools!

MBI Health Services, LLC. is a certified behavioral health agency servicing the D.C. Metropolitan Area. We provide a wide range of services and programs for both adults and children for the sake of helping each individuals gain back their confidence and security into their lives. We partner with several well-known and highly regarded government healthcare agencies, such as the Department on Behavioral Health, the Department on Disability Services, and the National Institutes of Health. Job Description Make a Lasting Impact in a Child's Life-One Family at a Time Are you passionate about supporting youth and families with care that is personal, empowering, and rooted in community? MBI Health Services, LLC is seeking a committed and compassionate Wrap Care Coordinator to join our team. In this role, you'll be at the heart of a collaborative process that brings families, schools, and community supports together-delivering strength-based care coordination using the evidence-based Wraparound model. As a school-based coordinator, you will be assigned to a specific school and support youth both on campus and in the surrounding community. This is an opportunity to walk alongside families during challenging times, helping them build sustainable plans for long-term success and well-being. Essential Duties and Responsibilities * Care Coordinators are responsible for convening Child and Family Teams from which a wraparound plan of care is developed for each child and his/her family. * Care Coordinators meet the child and family, conduct a strengths-based inventory, convene the Child & Family Team, and develop the care or treatment plan based on child/family needs, goals and formal and informal resources available or needed to support the family. * Care Coordinators utilize life domains to look at family needs and create safety plans for each child to ensure there are structured supports and supervision to ensure child and community safety. * Care Coordinators are responsible to help the family identify and obtain formal services through DBH to meet mental health, social and other support needs. * Care Coordinators maintain a caseload of 9-11 families for which weekly face-to-face home and community visits are made with both the youth and their family. * Care Coordinators complete all necessary paperwork including progress notes, plan of cares and letters to the court, etc. * All other duties as assigned Qualifications * Master's degree preferred, social work, psychology, or other related profession * Two years of supervisory experience. * Five years of experience in case management * Computer skills, including Microsoft Office and Google Suite. * Ability to work in a diverse environment. * Excellent oral and written communication skills Additional Information MBI provides equal opportunities to all independent contractors and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all recruiting, contracting, placement, termination, transfers, leaves of absence, compensation, and training. We offer a competitive total rewards package including market salaries, PTO, employee perks, Health Insurance, Dental Insurance, Vision Insurance, Life Insurance, 401K Plan, 401K Matching, Employee Referral Benefits, Short-term/Long-term disability, Growth Opportunities, and more. Together, we can offer steps toward empowerment!

Qualifications: Virginia Elementary Teaching Certification. Endorsement spanning grades PK-5 Demonstrated knowledge of student achievement outcomes. Demonstrated knowledge of research- and evidence-based, current curriculum, instruction, and assessment practices. Demonstrated knowledge of culturally responsive pedagogy. Demonstrated ability to plan and cooperate with other classroom teachers. Demonstrated knowledge of Professional Learning Communities, Adaptive Schools, and Response to Intervention Experience: Recent successful elementary classroom experience of five or more years in a public-school setting. Previous experience in a Title I Schoolwide Program preferred. Previous experience with Problem-Based Learning. Previous experience with instructional coaching models. Currently working towards or possessing a Virginia Administrative Certification. Dual endorsement related to multilingual learners, special education, advanced academics, or in any other content area, is preferred but not required. Ability and experience with diverse populations. Ability to articulate and model differentiated pedagogy. Responsibilities: Establish and promote high standards and expectations for all students and staff. Provide a positive and collaborative culture for students and staff. Collaborate with site administrator, other identified teacher leaders, faculty, and central resources to analyze student academic performance data, group students, and match students with appropriate interventions. Facilitate data-driven Collaborative Learning Team planning Provide instructional coaching in the implementation of integrated learning and intervention strategies across academic subject areas. Spend four hours a day in the classroom with direct contact with students and/or teachers, with exceptions for planning/staff development days Model lessons for the classroom teacher in differentiated instruction strategies Communicate with parents, students, and community members. Manage, direct, and maintain records of supplies, books, equipment, and materials. Ensure compliance with all laws, board policies, and regulations. Perform related duties as required or assigned. Salary: Salary will be based on the FY2025-26 Salary Schedule. Arlington Public Schools is an Equal Opportunity Employer It is the policy of the Arlington School Board, as stated in Policy 35-4.4, Employee Relations - Equal Employment Opportunity - that “Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability.”

Job DescriptionSalary: $22-30/hr. Are you passionate about creating a safe and enriching environment for children? Capitol Language Services (CLS) is seeking an experienced Program Coordinator and Assistant Coordinators to join our team. Both, Assistant and Experienced Coordinators, are the face of CLS at our assigned school, responsible for upholding our mission, vision, and policies while ensuring the smooth operation of our after-school program. Key Responsibilities: - Represent CLS and effectively communicate our mission, vision, and policies to staff, parents, and students. - Serve as the liaison between on-site staff and the CLS office team, ensuring seamless communication and operations. - Supervise daily program activities, ensuring teachers have necessary supplies and parents have a point of contact for concerns. - Maintain accurate rosters and ensure all children are accounted for during program hours. - Address behavioral issues and support teachers in classroom activities as needed. - Immediately report any staff misconduct, child safety concerns, or emergencies to the CLS office team. Additional Responsibilities: - Set up and maintain program materials and equipment daily, ensuring organization and functionality. - Monitor and enforce safety protocols, including allergy management and first aid procedures. - Communicate effectively with parents regarding child absences, incidents, and behavioral concerns. - Complete daily reports and incident documentation accurately and promptly. - Support program setup and cleanup routines to maintain a safe and welcoming environment. Qualifications: - AA degree in education or related required. -Must be at least 18 years old. - At least one years experience in childcare, education, or program coordination. - At least two years experience in a supervisory position. - Strong organizational and communication skills with a keen attention to detail. - Ability to work independently, prioritize tasks, and handle multiple responsibilities efficiently. - Proficiency in using tablets and technology for program operations. - Good references from previous employers. -Must be willing to undergo a DCPS background check. Working Hours: - Monday to Friday, 2:15 PM to 6:15 PM. Location: - Assigned to a school site in Washington, DC with occasional travel to the CLS office as needed. Benefits: - Pay $22-$30/hr. - End of the year bonus. - Opportunity to make a meaningful impact on childrens development and well-being. - Potential to gain extra working hours if employed by camps during DCPS closings. - Trainings provided. Note: Capitol Language Services is an equal-opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees and children in our programs.

Hourly Rate $25.15 This is a Part-Time Academic Coach position for available assignments during the academic year. Applications are considered throughout the academic year and reviewed based on departmental needs. Should a review of your application result in the intent to pursue your candidacy, you will be contacted by phone or email for an interview. APPLICATION STATUS Your application status will be updated throughout the review process. If your application is still in progress, your application has not been reviewed by the hiring department. TERMS OF EMPLOYMENT Requires flexible work schedule to meet program needs, which may include working days, evenings and/or weekends. Requires the provision of official transcripts and/or certifications within (30) days of hire. Applicants with academic credentials from non-U.S. accredited institutions are required to have their coursework evaluated in terms of U.S. "equivalency." All international credential evaluations must be conducted by one of the companies affiliated with the National Association of Credential Evaluation Services, Inc. (NACES) in order to be considered for a faculty position. Applicants bear the responsibility of requesting, paying associated fees, and obtaining an original transcript evaluation for submission to the Office of Human Resources. Please refer to the NACES website for further information (*************** Alvin Community College is an equal opportunity institution and does not discriminate against anyone on the basis of race, religion, color, sex, pregnancy, gender equity, sexual orientation, parental status, national origin, age, disability, family medical history or genetic information, political affiliation, military service or veteran's status. This is a security sensitive position and requires a criminal history and/or motor vehicle records check. The life of a college student is often a busy one where multiple courses, assignments, part-time jobs, and other commitments that compete for time. The Learning Lab and Learning Commons Academic Coaching Program offers a structured, collaborative approach to support academic progress. Academic Coaches provide individualized guidance and ongoing feedback as they meet one-on-one with students . Academic Coaches support students in honing time management skills, prioritize commitments and meet deadlines. Academic Coaches also help students study smarter by learning a wide assortment of active reading, test-taking, and other student success strategies. Remote work opportunities will be evaluated according to student demand and case-by-case basis. ESSENTIAL DUTIES AND RESPONSIBILITIESinclude the following. Other duties may be assigned. * Help students establish and maintain positive daily routines and habits * Help students establish and maintain priorities * Help orient students to campus resources (such as Counseling, Registrar, Career Center, Advising and other resources) * Help students develop strategies for breaking tasks into manageable steps * Help students assess academic progress through regular check-ins * Help students make mindful decisions and solving problems * Teach students how to take and use class notes * Help students actively read and learn from textbooks * Help students improve test taking skills and alleviate test anxiety * Provide students with skills and strategies needed to become self-regulated learners * Help students identify and overcome obstacles impeding academic success * Help students focus on individual goals and identify steps to reaching those goals * Work with students to develop strong time-management and organization * Motivate students to take ownership of their own academic success * Monitor student progress WORK ENVIRONMENT The incumbent typically works in an office environment and uses a computer, telephone and other office equipment as needed to perform duties. The noise level in the work environment is typical of that of an office. Incumbent may encounter frequent interruptions throughout the work day. PHYSICAL DEMANDS The employee is regularly required to sit, talk, or hear; frequently required to use repetitive hand motion, handle or feel, and to stand, walk, reach, bend or lift up to twenty (20) pounds. REQUIRED QUALIFICATIONS * Bachelor's degree KNOWLEDGE, SKILLS, AND ABILITIES * Proven interpersonal communication skills, including the ability to effectively, professionally, and tactfully interact with others * Ability to write and communicate clearly and effectively via email or telephone * Ability to work collaboratively as a member of the Learning Lab and Learning Commons teams * Strong organizational skills, detail-oriented, with an ability to plan and manage multiple projects concurrently * Ability to maintain recordkeeping systems and procedures * Computer literacy and ability to quickly learn new software applications * Ability to conduct workshops, seminars, and trainings * Commitment to maintain confidentiality * Bachelor's degree in Education, Social Work, Counseling, Psychology, English, Writing, Reading or related area * Minimum of one (1) year of related work experience * Bilingual English/Spanish

About the School Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.'s and the nation's most dynamic educational institutions. Since the school's founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus. About the Position Division: High School Reports to: Assistant Principal for School Life Location: On-site at 4200 Davenport Street, NW, Washington, DC and requires in-person travel Dates: ASAP through April 30, 2026 Type of Opportunity: Part-time FLSA Status: Exempt Compensation: Up to $13,000 stipend (prorated, dependent up on start date) Note: Applications will be reviewed on a rolling basis. Georgetown Day School, a co-ed Pre-K-12 school in Washington, DC, seeks an Assistant Debate Coach to support its nationally recognized debate program. The Assistant Debate Coach will support the program's day-to-day functions and coordinate with the Director of Debate to support students and their families. This part-time position requires 8-10 hour on-campus hours per week and travel for approximately 15 weekends across the entire debate season for the 2025-26 school year. Responsibilities Assist in coaching on campus debate practices after school 2-4 days per week, as scheduled with the Director of Debate Judge and coach students at in-person and/or virtual debate tournaments. Chaperone students during in-person travel debate tournaments. Research and prepare materials on new debate topics. Review student work remotely and provide timely, constructive feedback. Collaborate closely with the debate coaching team and the HS Office to support program goals. Qualifications Bachelor's degree required. Experience working with students, ideally in a school or extracurricular setting. A minimum of two years of debate experience; some coaching experience strongly preferred. Ability to work independently and manage multiple priorities effectively. Demonstrated commitment to student growth and well-being, with genuine care for children and their families. Strong written and verbal communication skills. Commitment to the values of diversity, equity, and inclusion, and to honoring the dignity and worth of every individual. Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work Environment: Work environment characteristics 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 essential functions. The noise level in the work environment is usually moderate. To Apply Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: ****************************** To find out more about the school, candidates should visit our website at ************ As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student's individual learning experience in equitable and meaningful ways.

Job DescriptionBenefits: Bonus based on performance Competitive salary Employee discounts Flexible schedule Opportunity for advancement Training & development Benefits/Perks Competitive Compensations Career Advancement Opportunities Great Work Environment Job Summary We are looking for an energetic and experienced Coach Instructor to join our team! You will be coaching and providing direction to student-athletes so that they can develop the skills, behaviors, and attitudes to become successful students and athletes. You have a background in sports and are passionate about helping student-athletes reach their potential. With a talent for building communication, skill, and motivation in student teams, you are able to provide effective group and individual instruction to create exceptional experiences to help students grow. Responsibilities: Teaching courses for MD HQL, DC CCW, Utah CFP, Women's Self-Defense, CPR, Laser Simulation, Range Safety, etc. Computer Savvy to conduct online hybrid classes Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games and competitive events Instruct individuals or groups in rules, strategies, and performance principles Use data-driven instruction in the teaching/learning process Build an engaging and safe environment for all student-athletes Qualifications: Associate, Bachelor's or Commensurate Experience Preferred Certified by MSP, MPD, UTAH CFP Possess MSAR Instructor credentials Successful coaching or teacher leadership experience preferred Exemplary presentation and facilitation skills

Our Middle School athletic program is an essential part of our educational experience. Middle School coaches are responsible for planning, organizing, managing, and directing our Middle School athletic teams. Middle School coaches support the experience of Flint Hill students and faculty and embraces the mission, vision, and core values of the school, the Statement of Institutional Equity and Inclusion and the Portrait of the Flint Hill Student. All middle school positions report to the Director of Athletics and the Associate Director of Athletics; preference will be given to candidates that can fulfill other full-time faculty/staff roles at Flint Hill. Our Middle School athletic program fields over 40 teams in the fall, winter, and spring seasons. Please click here to view the full job description.

Connelly School of the Holy Child is a Catholic, college preparatory school, committed to the intellectual, spiritual, artistic, physical, and social development of young women in grades 6 through 12. The school emphasizes academic challenge, joy of learning, and education of well-rounded women of faith and action. Building an inclusive and diverse school community is a priority for Holy Child, and we are committed to hiring faculty and staff with diverse experiences and backgrounds, to empower our students to connect and grow. Our Core Values are Believe, Belong, Become! Working with the support of the Director of Athletics, the Coach is responsible for assisting in developing all players in the program on and off the court through a championship caliber environment, an open door for competition and development of skills, character, and leadership at all levels. Winter 2025-2026 Coaching Positions High School Athletics Program: For basketball - practices occur Monday - Friday between the hours of 3:30-6:30 except on game days. Games are typically twice a week with JV starting at 4:15 p.m. and varsity 5:45 p.m. Teams typically practice on Saturday mornings. For swim, practices will occur 3-4 times a week from 3:00 p.m. - 4:30 p.m. No weekend practices will occur, but several meets may fall on the weekend. For ice hockey, practices and games are typically 2-3 times a week. Winter Season dates: 11/5/25 - 2/26/26 Assistant Junior Varsity Basketball Coach Assistant Varsity Swim Coach Assistant Varsity Ice Hockey Coach Spring 2026 Coaching Positions High School Athletics Program: Practices occur Monday - Friday between the hours of 3:30-6:30 except on game days. Games are typically twice a week at 4:15 p.m. or 5:45 p.m. start times. Most varsity teams will have Saturday morning practices. Spring Season dates: 2/23/26 - 5/12/26 Assistant Varsity Lacrosse Coach Assistant Junior Varsity Lacrosse Coach Assistant Varsity Track & Field Coach - Multiple positions open (Field events coach is preferred) Assistant Varsity Softball Coach (Pitching coach is preferred) Requirements The following information is intended to describe the overall nature and scope of the work being performed in relation to the position. This is not a comprehensive listing of all the responsibilities or tasks; other duties may be assigned when deemed appropriate: In coordination with the head coach: Communicate with other coaches outside the ISL to schedule in-season games. Coordinate and supervise a regular schedule of practice. Encourage sportsmanship, team unity, and enforce all sportsmanship guidelines. Enforce discipline of contest, school, league and state rules and regulations. Supervise assistant coaches and enhance their professional development. Support school organized efforts for a sustainable fundraising plan and communicate with players, coaches, and community. Develop and maintain a relationship with the Athletic Director and Administration to facilitate court/facility use and monitor student athlete academic development. Assist in managing Holy Child's Sports program for all levels. Provide and display a willingness to work with the Athletics Department, administration, staff, student- athletes, and parents. Support players in the college selection and recruiting process. Develop and organize out of season training, tournaments, and player development. MINIMUM QUALIFICATIONS Below are the qualifications for this position: Candidates should have coaching experience and preferably playing experience at the high school and/or college level. The coach will report to the Athletic Director. Coaches are responsible for the planning of practices and games, organization, and use of equipment, helping with uniform distribution, and collection. Benefits Full-time Assistant coaching stipends range between $3,000-$4,500. Looking for a dynamic work environment where you can Believe, Belong & Become your greatest self? If yes, please apply by visiting us at *********************************************