Student teacher jobs in Vermont

JOB TITLE: Special Educator REPORTS TO: Principal and Director of Special Education APPROVED BY: Superintendent of Schools UPDATED: 5/2021 FLSA STATUS: Exempt POSITION OBJECTIVE(S): Consistent with state and federal law, case manages (schedules and facilitates meetings), coordinates and provides an effective and efficient system of Special Education and Support Services designed to meet the needs of assigned students, and effectively integrate students into the least restrictive environment. Special Educators instruct students in basic skills using a variety of approaches and strategies including co-teaching/consulting. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. PLANNING & PREPARATION Integrates current best practices, research, and special education laws into the education of students with disabilities, to assure compliance with state and federal laws, and to provide the most effective educational program for assigned students. Demonstrates knowledge and understanding of assigned students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school and community context. Serves as liaison to assure a successful transition of assigned students from school to school, or classroom to classroom. Uses assessment information to develop an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services. Researches, coordinates and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP (SLP, Social Worker, OT/PT, internal and external professionals and agencies, and the like). Works collaboratively with Director of Special Education to plan, develop, and monitor, and/or deliver extended school year programs for identified students to assure an effective educational program. Provides technical assistance to summer tutors as directed. Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate. Administers and/or coordinates a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum based measures, developmental scales, observations, behavior objectives, and the like. Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results. As a member of an IEP team, helps to interpret both educational and clinical findings to accurately determine program eligibility and to assess student progress. Supervises Paraeducators as assigned. LEARNING ENVIRONMENT Creates and maintains an environment of respect and positive rapport with students, families, and colleagues. Effectively serves all children on general caseload and assists with the integration of assigned students into general education classroom settings in the least restrictive environment. Coordinates services and assures productive, effective, and efficient use of assigned para-educators. Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary. Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning. Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. INSTRUCTION Effectively provides academic instruction, social skills training and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report. Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support and the like. Teaches students on behavior plans socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement. Uses a variety of social skills curricula to teach pro-social behavior and de-escalation strategies. Provides effective, timely, and quality feedback on student progress to parents, students and other professionals as needed or required. Has a solid working knowledge of co-teaching practices and is able to implement these in a mainstream setting. Assesses the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning. OTHER PROFESSIONAL RESPONSIBILITIES Routinely observes student interactions and learning environments in the classroom, school and community to assess instructional effectiveness. Identifies, coordinates, and implements training for teachers, para-educators and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress. Assists the Director of Special Education and school Principal in planning and evaluating program effectiveness and identifying program needs. Prepares and maintains accurate, complete, timely, effective and confidential student records and related reports as required by law, district policy, and administrative regulations. Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, and other individual meetings as necessary. Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs. Participates in EST/CRT functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. Actively participates in school events, workshops, in-service meetings, department level staff meetings, district meetings, and other school and district committees/projects. Responsible for on-going professional growth activities as outlined in one's own Individual Professional Development Plan, consistent with district goals and school action/strategic plans, and as directed by the Director of Special Education/School Principal. Keeps abreast of current best practices, research, and special education laws. Acts as a general resource person for classroom teachers, para-educators, and administration; and participates as a leader in teacher training activities (both school-wide and district-wide). Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making. Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the WCSU. SUPERVISION RECEIVED: Reports to, evaluated by, and receives general administrative direction from the Director of Special Education and Principal. Receives some technical direction from the Director of Special Education. SUPERVISORY RESPONSIBILITIES: Trains and plans, assigns/directs the activities, and is responsible for quality of work of assigned para-educators; plays key advisory role in evaluation, hiring, and continued employment. Assists the Director of Special Education with training, planning and directing the activities of assigned para-educators. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. Master's degree or equivalent in Special Education or other appropriate discipline plus relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district preferred. Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator's License. Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to Special Education regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Strong Algebra skills required for some positions. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Knowledge and experience of a variety of adaptive equipment and software. Ability to use online software for case management. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Additional Competencies. The individual in this position must possess the following: Dependability - being reliable, punctual, responsible and fulfilling obligations. Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations. Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job. Attention to Detail - being careful about detail and thorough in completing work tasks. Integrity - being honest and ethical. Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace. Independence - guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

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

St. Johnsbury School District is seeking a Special Educator or a Literacy/Math Specialist to join the elementary (K/3) school team as a long term substitute for next school year. This position could lead to a permanent position. The St. Johnsbury School District (STJSD) serves more than 1,000 students, Pre-K through 8th grade and tuition our high school students to several area public and independent high schools. St. Johnsbury School District has approximately 600 students in Prek to Grade 8 and approximately 200 full-time employees all in one school. We have an excellent outdoor educational space, new playgrounds and a dedicated team with an emphasis on employee wellness. We are located 4 minutes from I-91 at Exit 21. Qualifications: Special Educators must possess a Bachelor's Degree and Special Education license. Literacy/Reading Specialist must be licensed. Reports To: Principal(s) and the Director of Student Support Services General Responsibilities: Special Educators work collaboratively with, and in support of, classroom teachers, paraeducators, parents, related service providers, guidance counselors, community agencies and consultants, and each other to ensure that the needs are met for a diverse student population. Specific Duties and Responsibilities: Provides modeling, tools (strategies), consultation and collaboration with teachers and paraeducators and other staff for the implementation of effective instructional strategies, behavioral strategies, and social skills plans around students with specific identified needs. Provides direct instruction with individual students and small groups both in and outside of the classroom setting. Provides delivery of student IEP services, accommodations, and data collection procedures. Completes formal and informal assessments for students to determine instructional needs. Participates in school wide assessment procedures. Assists with the development and implementation of 504 plans and other educational plans on an annual basis and/or as agreed upon by the student's team. Assists with the coordination of students' educational schedules. Provides consultation, daily supervision, and modeling/training to paraeducators. Communicates with parents regarding student progress and helps ensure understanding of school procedures and processes. Participates in curriculum review and development. Keeps current in research, legal requirements, best practices, technology, instructional content, Title I, ESL, Act 230, Section 504. Attends required training. Complies with the VT Special Education Regulations. Supports transition for students between service providers, grades, schedules, schools and/or programs focused on instructional needs. Adheres to appropriate confidentiality policies. Informs the Director of Student Support Services or the Assistant Director of Student Support Services of program activities and status. Attends department meetings and other team meetings as assigned. Develops substitute plans in case of absence. Salary follows the Teacher's Collective Bargaining Agreement and is based on years of experience and educational level. Teachers get vested in the State Teacher's Pension after 5 years of service. Teachers work 186 days each school year. Teachers receive 15 sick days, 4 emergency days, 5 personal days, 5 bereavement days. BCBS of Vermont is the health insurance. The employer pays the first $1900 for single coverage or $4000 for multi-person plan of the out of pocket costs plus 100% of prescription costs. Employer pays for single dental coverage, employee's life insurance and employee's long term disability insurance. We have an amazing Employee Wellness program that includes a free membership to RecFit, a free membership to Heart Space Yoga and after work classes at the school. We also have half-days during inservice of employee wellness with many choices to participate. We have an InvestEAP program, PATH, mental health resources, employee connect, travel connect, Lincoln Wellnesspath, Lifekeys, life insurance and long-term disability insurance all employer paid benefits. Saint Johnsbury School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Job Description Little Ones University is seeking: Support Staff Individual Aides Assistant Teachers Head Teachers We are seeking a candidate who is eager to play, engage, and teach children of all ages. A teacher who is willing to work in a co-team environment, is an active learner, and can enjoy laughter throughout the day. We are looking for a master multi-tasker, who can always ensure the safety and well-being of children. Requirements A High School Diploma or Equivalent A degree in Early Education or something similar Ready to play and engage Open and Flexible Nice To Haves Degree in Early Education or something similar Committment Flexibility Accountability Benefits 401 k Benefits Health, Dental and Vision Insurance Paid time off

Job Title: Elementary Classroom Teacher Job Group: Educator Pay Level: Exempt Reports to: Elementary School Principal Summary: To create a developmentally appropriate elementary grade program and a positive class environment that promotes learning and personal growth; motivates students to develop skills, knowledge, and attitudes needed to provide a strong foundation for learning, as outlined in our district's stated Ends Policy. Responsible for establishing effective relationships with students, parents/guardians, staff, and community members to enhance learning opportunities. Subscribes to and applies the principles of Multi-Tier System of Supports (MTSS) for the benefit of student and employee development. Essential Duties and Responsibilities: Other duties may be assigned. Develops standards-based lesson plans and instructional material and employs current and best practice in establishing pedagogical techniques. Using a universal design, adapts curriculum, materials, and assessments to instruct the whole class, individuals, and small groups meeting the needs of every student. Demonstrates an understanding of Common Core State Standards and applies knowledge in order to develop age appropriate lessons. Assesses and monitors learning using a variety of methods, including formative assessment, and adjusts instruction according to individual student needs. Communicates regularly with parents/guardians outside the normal instructional day by such means as: newsletters, notes, phone calls, e-mails, and conferences. Establishes and maintains standards of student behavior to achieve an effective learning atmosphere using research-based protocols. Evaluates student's academic and social growth, keeps appropriate records, and prepares progress reports. Identifies student needs, designs appropriate instruction, makes appropriate referrals, and develops strategies for individual education plans. Is available to students and parents/guardians for education-related purposes outside the instructional day. Plans, coordinates, and supervises the work of others (i.e.: assigned employees, parents/guardians, and volunteers) while present in the classroom and on field trips. Creates a respectful and safe environment that is developmentally appropriate for age/grade of students and that meets required safety codes. Instruct students in citizenship and required subject/curriculum areas using current best practices and, as specified, in state law and administrative regulations and procedures of the school and district. Attends meetings and collaborates with other staff to coordinate instruction and student learning. Actively participates in school activities and assignments towards the education and supervision of all students. Demonstrates the Core Teaching and Leadership Standards for Vermont Educators. General Responsibilities: Under the direction of the school Administration, supervises classroom employees, students, and volunteers. Monitors student discipline through an appropriate classroom management program such as, but not limited to, Positive Behavior Interventions and Supports (PBIS). Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Bachelor's Degree Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement for content and/or grade level. Language Skills: Ability to read, analyze, and interpret textbooks, periodicals, professional journals/books, technical procedures, and/or governmental regulations. Ability to write lesson plans, reports, correspondence, and procedures. Ability to effectively present information and respond to questions from administrators, students, parents/guardians, staff, and the public. Ability to use a variety of assessments to modify instruction and improve student outcomes. Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to use a variety of assessments and analyze student and school data to monitor student progress. Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on school and district objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers, and parents/guardians; skilled in oral and written communication. Ability to keep current with technology trends and utilize technology to enhance student instruction and learning. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands: The physical demands described here represent 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. While performing the duties of this job, the employee is frequently required to stand, talk, hear, see and sometimes walk, sit, kneel, and bend. While performing the duties of this job, the employee may occasionally reach overhead and, push, carry, or lift up to 50 lbs. such as boxes of books and technology related items or to assist students. The employee must demonstrate manual dexterity to grasp items (i.e. chalk, papers, books) and manipulate technology (keyboards, on-off switches, operate equipment) and to assist students with learning tools. The incumbent is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model best behavior, must show above average interpersonal skills, and follow directions of school leadership. Work Environment : The work environment characteristics described here represent those 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. The work is performed in an active environment, typical of a school. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Occasional travel to other locations for meetings and trainings may be required.

Job Description U.S. Committee for Refugees and Immigrants (USCRI), is a non-governmental, not-for-profit international organization with a mission to protect the rights and address the needs of persons in migration by advancing fair and humane public policy, facilitating and providing direct professional services, and promoting the full participation of migrants in community life. For over 100 years, we have shaped history with the belief that immigrants strengthen our communities, economy and social fabric through freedom, hard work, and family unity. To learn more about our work, please go to our official website at ***************** OVERVIEW The English Language Learning (ELL) department of the Vermont office of the USCRI is made up of qualified, dedicated, and caring teachers and volunteers who provide English language instruction to adult English language learning clients during their early years in the USA. The ELL program at USCRI Vermont has openings for on-call ELL teachers in Colchester and Rutland locations. USCRI has a mandatory COVID-19 vaccine policy. All employees must be fully vaccinated to work at any / all locations at USCRI. DUTIES AND RESPONSIBILITIES Teach twice weekly one-hour group classes for adult English language learners year-round, on-line via Zoom Teach in-person group classes at a variety of community locations Utilize established curriculum and textbook series as applicable Assist with course curriculum and materials development Create lessons plans, assignments, course syllabuses, and outlines Leverage communicative language teaching methodologies to encourage a learner-centered environment that will empower students and ensure successful learning experiences Communicate with students utilizing WhatsApp and other communication tools Provide constructive feedback to students as needed Assess and evaluate student progress throughout the duration of their participation. Other duties as assigned. QUALIFICATIONS Master's degree in TESOL or TESL or Applied Linguistics preferred; other educational backgrounds may be considered Teaching experience, particularly with adult English language learners, preferred; other applicable teaching experience may be considered. On-line teaching experience strongly preferred. Excellent communication skills, including interpersonal, public speaking and web-based communication. Ability to use technological tools including Zoom, Google Suite, Excel, Word, WhatsApp Proof of COVID-19 Vaccine required. PHYSICAL DEMANDS Use of manual dexterity, tactile, visual, and audio acuity. Occasional lifting (up to 25 pounds), bending, pulling, and carrying. ADDITIONAL NOTES References will be required at time of the final interview. No telephone calls please. Position will remain open until filled. TRAINING REQUIREMENTS Satisfactory completion of USCRI's Orientation and Training Complete additional training as identified by supervisor or Human Resources EQUAL EMPLOYMENT OPPORTUNITY U.S. Committee for Refugees and Immigrants is an equal opportunity employer. We maintain a policy of equal employment opportunity without regard to race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity, domestic partnership status, marital status, physical or mental disability, AIDS/HIV status, age, political affiliation, genetic information, veteran status, or any other characteristic protected by applicable law.

The Field Teacher Trainer/Senior Field Teacher (FTT/SFT) plays a pivotal role in supporting and transforming classrooms across multiple schools, providing guidance and assistance to teaching teams, and helping foster a positive learning environment for both children and educators. This dynamic position is designed to support schools in achieving their educational goals while also offering professional development opportunities for the FTT/SFT teacher. The FTT/SFT will travel between schools within a designated region, providing hands-on assistance in classroom management, curriculum implementation, and teacher support. As a FTT/SFT, you will collaborate with a variety of age groups, educators and leadership styles, contributing to the ongoing improvement of our educational practices and helping cultivate a cohesive and nurturing learning atmosphere. You will act as both a mentor and a resource for teachers, sharing best practices, modeling effective teaching strategies, and assisting with classroom transformations while also filling in for the Assist Director (AD) and Executive Director (ED). This position will report into the Director of Operations. Our Hiring Process If your skills and experience align with the role, a member of our team will reach out to schedule a phone interview. If the phone conversation suggests a strong fit, you'll be invited to continue with an in-person interview at the school. Once the interview process is complete, we'll follow up within 48 hours to share the hiring team's decision. Classroom Support & Transformation: Provide on-the-ground support to teachers, helping transform classrooms by implementing best practices, ensuring they are engaging, safe, and nurturing environments. Observe classrooms, offering feedback and guidance on curriculum delivery, classroom management, and creating an inclusive environment. Assist teachers in the creation of engaging and innovative lesson plans tailored to the specific needs of each classroom. Teacher Mentorship and Professional Development: Act as a mentor and role model to teachers by demonstrating effective teaching techniques and fostering professional growth. Assist teachers in setting goals, reflecting on their practices, and developing strategies for continuous improvement. Share knowledge of the latest early childhood education trends and strategies, supporting teachers in incorporating new practices into their daily routines. Curriculum Implementation: Implement and support Little Sprouts' curriculum, offering flexibility and adapting plans to meet the needs of children at different developmental stages. Demonstrate and encourage empathy, problem-solving, and emotional intelligence in children through hands-on support and age-appropriate activities. Foster a positive learning environment that promotes self-esteem, respect, and collaboration among students and teachers by instruction and care role modeling. Review Documentation Boards to current curriculum standards. Health and Safety Compliance: Ensure compliance with all EEC standards and company policies, prioritizing health, safety, and well-being within the classroom and common areas. Maintain cleanliness and organization in classrooms and common spaces, ensuring all materials and equipment are sanitized and safe for use. Collaboration and Communication: Build strong, supportive relationships with teaching teams, leadership, and families, contributing to a positive school culture. Communicate effectively with school leaders to ensure alignment with school goals and philosophies. Document and report any concerns regarding child welfare, health, safety, or classroom issues, following proper protocols. Administrative Coverage: When filling in for an AD and/or ED the following duties will be fulfilled: Participate in Onboarding all levels of staff within the Centers when Onsite. Staff observations, review and documentation via daily training and mentoring staff. Maintain staff files and students' files (paper & ProCare) Lead staff meetings Classroom preparation and set-up Address family concerns and all communications (including but not limited to; sick children, injuries, early closure etc. as well as missing file information, creating a meeting for action plan together with class teacher, etc). Physical Requirements: Ability to stand for extended periods (up to 90% of the day). Capable of lifting up to 30 pounds, and performing physical activities with children (e.g., running, jumping, etc.). Comfortable traveling between schools. Education and Experience Requirements: Comply with all VT Public Health and Child Care Regulations. Bachelor's Degree in Education, Human Development, or a related field, or 30 college credits with an Early Childhood or School Age focus. Program Director Step 2 certificate or willingness to take classes towards that level; Vermont Early Educator License is preferred. 3-10 years of experience in early childhood education or classroom management. Strong understanding of play-based learning and social-emotional development. Ensure classroom environments meet NAEYC's Anti-Bias Early Education standards. Demonstrated commitment to kindness, respect, and community engagement. What We Offer: Up to 75% discount on your child's tuition, including tax-friendly tuition reduction options. Generous time off, in addition to a paid seasonal break from Christmas Eve through New Years Day, extended time around the 4th of July, and federal holiday closures. Comprehensive health benefits package, including health, dental, & vision all effective from hire date. Additional benefit selections, including pet insurance. Free immediate subscription to First Stop Health for 24/7 access to virtual doctors. 401(k) plan with company match (eligibility starts after 60 days of employment). Pay increase opportunities related to job performance, update in certification credentials, and degree completion. Opportunities for career advancement and ongoing coaching, including a dedicated Child Conference. Employee referral program available. Additional Requirements: Must pass required state and company background checks. Must have access to a reliable vehicle for travel between schools. Ability to easily adapt to changing schedules (day to day and week to week) and weather conditions, ensuring flexibility in meeting the needs of the schools. High level of professionalism, respect for confidentiality, and adherence to Heartworks policies and procedures. As a FTT/SFT, you will have the opportunity to make a significant impact on multiple classrooms, influence the development of educators, and play an essential role in shaping the educational experience for children. This position offers a unique chance to work with a diverse group of professionals while furthering your career in early childhood education.

Slate Valley Unified Union School District is seeking a High School Driver's Education Teacher for the 2026-2027 school year. The position is designed to help all students learn subject matter and skills that will contribute to meeting the Slate Valley mission as well as Vermont DMV requirements. A Vermont teaching license with an endorsement in 7-12 Driver and Traffic Safety Education (30) is preferred. For more information, please contact Ben Worthing at ******************* or call *************. Apply at: ********************************************** Position will remain open until filled. EOE

Full-time Description Job Title: Teacher (Infant/Toddler) Department: Early Childhood and Family Services FLSA Status: Exempt Hours/Weeks: Full Year, Full Time (Y/N): Yes Hiring Range: -$18.62 - $21.70 NEKCA Mission Statement: To empower all generations in the Northeast Kingdom to grow, prosper, and thrive. SUMMARY: Teachers create and maintain a respectful classroom culture that fosters safe and productive learning. In partnership with families, teaching staff, and program supports Teachers develop and implement developmentally appropriate, child initiated, culturally integrated curriculum for children ages 0-3 in a classroom environment. They foster an environment that is centered around social emotional learning and school readiness. ESSENTIAL FUNCTIONS: •Carry out duties in compliance with HS Performance Standards, Content Area Plans, Vermont Child Care Licensing Regulations for Center-Based Child Care and Preschool Programs, NAEYC, and NEKCA Standard of conduct. •Complete NEKCA Performance Evaluations, Professional Development Self-Assessment, and in partnership with supervisor, Individualized Professional Development Plan •Be aware of indicators of child abuse and neglect and comply with Vermont Mandated Reporter Law and program Child Protection Protocol •Participate in center staff meetings, monthly content area meetings, pre-service, and in-services and incorporate relevant knowledge and skills into practice •Attend and participate in staff, agency, and service provider meetings deemed necessary for job performance DUTIES AND RESPONSIBILITIES: •Provides a warm, nurturing, stimulating, safe and loving environment where each child can develop language, cognitive, social, emotional, and physical skills appropriately. •Plan and implement a culturally sensitive educational program that is developmentally appropriate for each child's age and language. •Plan and implement appropriate daily lesson plans, based on the approved curriculum, that promote the cognitive, language, social, emotional, and physical development of children. •Conduct ongoing assessment and individualization documentation in a timely manner. Collect, enter, analyze and implement child assessment data. •Complete developmental screening within 45 days of child entering the program •Participate in completion of HS/EHS application as requested •Participate in planning and implementation of registration activities · •Participate per center plan in obtaining heights and weights and sensory screenings for children enrolled after screening day and returning children as requested •Plan a balanced daily routine that encourages play, exploration, and learning; and which includes teacher-directed and child-directed activities, and inside and outside time. •Provide a developmentally appropriate, stimulating learning environment, which includes adding new and interesting materials each week. •Provide a warm, nurturing, loving and positive environment, using positive guidance techniques. •Develop nurturing relationships with each child that encourages their social and emotional development. •Conduct daily health checks on each child. •Provide and encourage effective communication and relationships with families so that parents feel comfortable talking to staff about their children. •Encourage parent involvement in all aspects of the program. •Inform parents concerning their children's progress formally and informally, which may include parent notes, portfolios, parent conferences and home visits. •Maintain transition procedures for children moving from classroom to classroom or program along with other appropriate staff. •Plan and implement weekly family involvement activities. •Oversee and assist in care-giving routines i.e changing diapers/assisting in potty training •Eat with children, encouraging proper eating habits and conversation. •Follow infants' individual feeding schedules and hold infants who cannot sit independently while feeding. •Plan weekly nutrition activities for children and/or families. •Communicate regularly with other staff to better serve children and families, including attending staff meetings, trainings, and sharing information. •Have a cooperative, positive and supportive attitude within the program. WORKING CONDITIONS: Employees in this position work primarily in a classroom environment-controlled temperature condition. This position may include time outside during calm moderate weather. Noise levels vary from moderate to loud. The work involves sitting and standing for extended periods of time, using a computer and other office equipment, and may require bending and lifting. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. _____________________________________________________________________________ NEKCA is a proud equal-opportunity employer. We work diligently to recruit a broad pool of candidates and to hire and promote qualified individuals whose personal experiences, characteristics, and talents reasonably reflect the diversity of the communities served by NEKCA. Our equal employment opportunities apply to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. We encourage applications from women, minority groups, veterans, and people with disabilities. Qualifications for positions within NEKCA are determined by the duties and responsibilities of the position itself. Requirements POSITION REQUIREMENTS: Education and Experience: •Minimum of Associates Degree in early childhood or human development/child development. Bachelor's Degree is preferred. •Infant/Toddler credential preferred •2 years relevant experience •Obtain CPR and First Aid Certification within six months of employment Core Competencies: • Must have excellent communication and interpersonal skills. Must be able to maintain good relations with participants, other staff, and members of the community. • Must have knowledge of basic computer skills and record keeping, including spreadsheet applications. • Proficiency in Microsoft Office products and database management systems. • This position is considered a mandated reporter. • Must be responsible, self-motivated, self-initiated, may need to work flexible hours (program dependent) • Demonstrate positive problem-solving skills in stressful situations. • Demonstrate the ability to work effectively as part of a team. • Demonstrate familiarity with, and sensitivity to the challenges faced by low-income individuals, and some knowledge of the community and available resources to address them. • Maintain confidentiality. • Complete all required trainings and professional development. Background Checks: Employees in this role are required to undergo a background check in accordance with NEKCA policy, which may include verifying education, employment history, and criminal records. Transportation Requirements: This position necessitates that employees have access to dependable transportation. Salary Description $18.62 - $21.70

Job DescriptionDescription: Why You'll Love Working with Us: Do you love working with infants and toddlers, creating a warm and nurturing space where they feel safe, loved, and ready to explore? This position is ideal for individuals who want to work with children in early education, but with a flexible schedule. Substitute Early Educators will be called in as needed and do not have a set schedule. The main duties of the position are to cover teachers' time out of the classroom. This role requires reliability, dependability, and availability by phone. It's perfect for those considering a career in early childhood education or looking for flexible hours! Y Perks - Free YMCA membership and discounts on programs and camps. Growth Opportunities - Ongoing professional development and career advancement. What You'll Do: Support Classroom Activities - Work with teachers to implement high-quality early childhood programs that align with the philosophy and goals of YMCA childcare. Ensure Safety - Supervise all activities to guarantee the safety and well-being of each child, whether indoors or outdoors. Engage in Play - Participate in indoor and outdoor play activities, keeping children engaged and safe at all times. Assist in Special Activities - Help teachers with swim lessons, gym lessons, and field trips, providing support and ensuring safety. Build Relationships - Develop and maintain positive, professional relationships with families, respecting their diverse backgrounds and parenting styles. Support Children's Needs - Communicate any child concerns with the classroom teacher and/or director before informing parents or guardians. Rest Time - Create a calm and restful environment during nap time, offering quiet activities and support for children who may not sleep. Adapt Learning Activities - Assist in adapting activities and materials to meet the developmental needs of each child. Maintain Classroom Environment - Work with the teaching team to keep the classroom neat and organized, and help with the maintenance of equipment and materials. Licensing Compliance - Assist in maintaining all relevant state Child Care Licensing requirements and ensure adherence. Professional Development - Complete required professional development, including at least 18 hours of training per year, as per licensing guidelines. Confidentiality - Always maintain confidentiality regarding children, families, and staff. What You Bring: A passion for early childhood education and working with young children. Strong communication and teamwork skills. A commitment to fostering a positive, inclusive, and engaging learning environment. A drive to support and nurture each child's development while working closely with families. Requirements: Qualifications: Must be 18 years of age with a High School Diploma or GED. One year of experience working with children. WORK ENVIRONMENT & PHYSICAL DEMANDS: The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in various environments, including classrooms, outdoor play areas, and other program spaces. Ability to lift, carry, or support children up to 35 pounds as needed for care, safety, and engagement. Ability to engage in active participation in all aspects of the program, including assisting with activities such as swimming and gym lessons. This may involve frequent movement, such as kneeling, bending, stooping, crouching, reaching, and standing for extended periods. Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations.

Essential Duties and Responsibilities: Other duties may be assigned. Organization and Administration Coordination: Convene and facilitate quarterly meetings of the Springfield School District Early Education Partnership. Convene and facilitate other meetings as needed between members of the Partnership. Consult with EEE coordinator and lead teacher to support appropriate placement of EEE eligible children in pre-k programs. Consult with Public Pre-K Partners to ensure appropriate referral of children with developmental concerns and address placement needs. Serve on the professional development committee of the Springfield Building Bright Futures Council to ensure that professional development activities address the needs of pre-k partner staff. Collaboration Work with each of the entities in the partnership to address the needs of the various programs. Participate in Head Start self-assessment process to support continuous program improvement efforts. Work with the Building Bright Futures Council to ensure meeting the needs of all area preschool children and ensure best practice for members of the SSD Partnership. Work with Springfield School District to provide and share appropriate professional development opportunities to pre-k partners. Financial Help develop the Partnership budget. Oversee the Partnership budget. Develop contracts with SEVCA and Private Providers Organization Schedule quarterly partnership meetings and other meetings with members as needed. Assure that all preschools with the partnership meet publicly funded pre-k requirements. Partners maintain licenses. Partners are served by a licensed teacher Partners maintain StARS and/or NAEYC accreditation. Partners are trained to assess using Teaching Strategies GOLD assessment tool. Partners use a play-based curriculum using the Vermont Early Learning Standards. Support programs as feasible to meet Act 166 quality criteria through: Supporting appropriate pre-k partnership staff to obtain a Vermont teaching license with an early childhood education endorsement. Providing services to programs to meet Act 166 criteria for high quality publicly funded pre-k programs. Maintain files of information such as licenses, DCF Childcare, License Field Form, etc. Compile student data and enter into a data base for management. Student census data Attendance Maintaining pre-k child registration files Communication Public Relations with local community Develop and maintain website. Present information about the Partnership to the community in a variety of ways: School Board meetings Public information sessions Newspaper articles Brochures and other advertising media Relationship with the State Attend state-wide trainings related to Publicly Funded Pre-K and Early Education as appropriate. Be informed of Legislative changes that affect preschool funding and share them with Partnership members and School Administrators. Request support from the Agency of Education to compile and analyze data related to child outcomes. Perform all other duties as directed by the Supervisor

Must be 21 to apply. MKTG Brand Educators (BE) are Diageo brand enthusiasts that educate consumers on Diageo Brands during on, off, and experiential special events. They must be able to deliver a unique sampling experience, and help consumers make informed brand decisions. They are expected to interact and actively engage consumers at the point of purchase and experience, with the end goal of reinforcing and/or increasing brand awareness. The BE embodies the Diageo brand they represent and humanizes the brand as a result. They build consumer trust by providing product knowledge and education. BEs have a wide range of job responsibilities related to engaging consumers to recognize, prefer and purchase our client brands. For this reason, MKTG hires personable, friendly, and professional Brand Educators. In addition to participating in promotional events when selected, BEs are expected to complete regular online trainings regarding our client brands. BEs must have the ability to immerse themselves in order to obtain an extensive level of knowledge including Category, Product Distillation/Production and Brand with the ability to pass exams testing said knowledge. BEs must be able to successfully showcase their knowledge and ability to engage by showcasing a “Final” two to three minute presentation, in order to represent Diageo brands at events. This position is an Occasional Employment Position. Being hired as a Brand Educator does not guarantee that the employee will be assigned to any particular quantity of assignments. Brand Educator must sign-off on all required forms and must adhere to all MKTG Policies & Procedures and the NA Diageo Marketing Code. PRIMARY RESPONSIBILITIES: Actively engage and educate consumers at the point of experience, purchase and consumption Humanize the brands and build trust of consumers through education Lead consumers through a sampling journey of featured product(s) (where legal and within local legal limitations and as per policy) Regularly complete digital training for market brand and programs as directed Adapt to tech platforms to receive and input information necessary to represent the Diageo brands Arrive to events on time, in appropriate attire as specified by market team, and be prepared to execute promotions as outlined in program standards Distribute Diageo premiums to consumers Follow Responsible Server Guidelines and report Guideline violations Pre-merchandise accounts with Diageo point-of-sale (POS) Pay for bar spend or product via company issued debit card Pick up or accept delivery of promotional materials from Event Team Ensure proper care and return of company property (i.e. - uniforms, event materials) Complete post-event recap (ERF) in MKTG reporting website Take digital event photos and contribute to markets social media account Understand how Diageo brand differs from competitors and report on competitive activity in market Maintain appropriate appearance for consumer engagement Follow company policy and procedures REQUIRED SKILLS & EXPERIENCE: Outgoing Brand Knowledge and Personification of the Brand - BE must complete training in order to understand what the brand/program represents, stands for and how it differs from other brands. BE must be able to translate brand information to consumers in a relatable manner. Engaging - BE must be outgoing, personable and courteous with consumers and approach them with a friendly and helpful attitude, with the goal to build trust in the brand. Reliable - BE must always arrive to events ready to start on time, and must work until event end Physical and Other Requirements Able to stand/walk for extended periods of time Able to carry heavy trays, boxes, objects Able to maintain a pleasant disposition under stress Satisfy consumer appeal and client marketing requirements Approachable and able to engage consumers

Job Description Join our dynamic team at Apple Tree Learning Center in Stowe as a Full-Time Substitute Early Educator! Here, you'll engage with energetic young learners and create meaningful experiences that shape their futures. This onsite role is not just a job; it's an adventure filled with fun and creativity. You'll have the unique opportunity to foster a love for learning while being part of a professional, forward-thinking environment that values flexibility and innovation. With competitive pay ranging from $18.50 to $29, you can thrive in a supportive community where safety and empathy are prioritized. Don't miss your chance to make a lasting impact in children's lives while enjoying a vibrant workplace atmosphere. You will be offered great benefits such as Medical, Dental, Vision, Life Insurance, Health Savings Account, Competitive Salary, and Paid Time Off. Take the leap into an exciting career where every day brings new opportunities for growth and joy! Apply now! Apple Tree Learning Center: Our Story Apple Tree Learning Centers is looking for an energetic, nurturing Early Educator to become part of our Early Education Program. Apple Tree Learning Centers has been open for over 27 years and is 5 Star, NAEYC Accredited program as well as a public pre-k provider. Apple Tree Learning Centers is a play-based program that believes children learn through play and social interactions, our teaching is intentional and based on children's interests. What does a Full Time Substitute Early Educator do? As a Full-Time Substitute Early Educator at Apple Tree Learning Center in Stowe, you'll be at the heart of our innovative teaching philosophy, which champions the idea that children learn best through play and social interactions. Embracing flexibility is key to this role, as you'll adapt your schedule based on the ever-evolving needs of your students, ensuring that each child receives the support they require to thrive. You'll engage in enriching outdoor education experiences, encouraging exploration and discovery in a safe and nurturing environment. Your commitment to fostering creativity and adaptability will create a thrilling journey for both you and the children, making every day an exciting adventure in learning! What matters most To succeed as a Full-Time Substitute Early Educator at Apple Tree Learning Center, candidates must possess a solid understanding of NAEYC and STARS Regulations, along with child care state regulations, ensuring compliance and fostering a secure environment for our young learners. Flexibility is a must, as you will work with students ranging from 7 weeks to age 12, adapting your approach to meet their diverse needs. Proficiency in Procare is essential for maintaining ongoing communication with parents, helping to build strong, supportive relationships. Additionally, effective communication skills are vital for collaborating with fellow teachers, promoting a cohesive and energetic team dynamic. Bring your passion for education and your problem-solving mindset to help cultivate a vibrant atmosphere where children can flourish! Knowledge and skills required for the position are: *Follow NAEYC and STARS Regulations as well as child care state regulations *Be flexibile to work with students 7 weeks through age 12 *Use Procare for ongoing parent communication *Strong Communication with all teachers Will you join our team? If you believe that this position matches your requirements, applying for it is a breeze. We hope to see you soon! Requirement: *Pass the state-required background check along with Fingerprint Clearance

U.S. Committee for Refugees and Immigrants (USCRI), is a non-governmental, not-for-profit international organization with a mission to protect the rights and address the needs of persons in migration by advancing fair and humane public policy, facilitating and providing direct professional services, and promoting the full participation of migrants in community life. For over 100 years, we have shaped history with the belief that immigrants strengthen our communities, economy and social fabric through freedom, hard work, and family unity. To learn more about our work, please go to our official website at ***************** OVERVIEW The English Language Learning (ELL) department of the Vermont office of the USCRI is made up of qualified, dedicated, and caring teachers and volunteers who provide English language instruction to adult English language learning clients during their early years in the USA. The ELL program at USCRI Vermont has openings for on-call ELL teachers in Colchester and Rutland locations. USCRI has a mandatory COVID-19 vaccine policy. All employees must be fully vaccinated to work at any / all locations at USCRI. DUTIES AND RESPONSIBILITIES Teach twice weekly one-hour group classes for adult English language learners year-round, on-line via Zoom Teach in-person group classes at a variety of community locations Utilize established curriculum and textbook series as applicable Assist with course curriculum and materials development Create lesson plans, assignments, course syllabuses, and outlines Leverage communicative language teaching methodologies to encourage a learner-centered environment that will empower students and ensure successful learning experiences Communicate with students utilizing WhatsApp and other communication tools Provide constructive feedback to students as needed Assess and evaluate student progress throughout the duration of their participation. Other duties as assigned. QUALIFICATIONS Master's degree in TESOL or TESL or Applied Linguistics preferred; other educational backgrounds may be considered Teaching experience, particularly with adult English language learners, preferred; other applicable teaching experience may be considered. On-line teaching experience strongly preferred. Excellent communication skills, including interpersonal, public speaking and web-based communication. Ability to use technological tools including Zoom, Google Suite, Excel, Word, WhatsApp Proof of COVID-19 Vaccine required. PHYSICAL DEMANDS Use of manual dexterity, tactile, visual, and audio acuity. Occasional lifting (up to 25 pounds), bending, pulling, and carrying. ADDITIONAL NOTES References will be required at time of the final interview. No telephone calls please. Position will remain open until filled. TRAINING REQUIREMENTS Satisfactory completion of USCRI's Orientation and Training Complete additional training as identified by supervisor or Human Resources EQUAL EMPLOYMENT OPPORTUNITY U.S. Committee for Refugees and Immigrants is an equal opportunity employer. We maintain a policy of equal employment opportunity without regard to race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity, domestic partnership status, marital status, physical or mental disability, AIDS/HIV status, age, political affiliation, genetic information, veteran status, or any other characteristic protected by applicable law.

Job Title: Special Education Teacher Job Group: Educator Pay Level: Exempt Reports to: School Principal and Director of Educational Support Services Summary: Plans and/or adapts the standards-based instructional program for eligible students consistent with local, state, and federal regulations, policies, procedures, and laws. Motivates and supports students in learning and personal growth, according to each student's ability, in order to develop skills, knowledge, and a disposition for learning needed for continued education and/or work. Establishes and maintains effective relationships with students, parents/guardians, staff members, and other professionals to meet student development needs. Essential Duties and Responsibilities: Ensures students are supported in learning a grade-appropriate, instructional program from an approved curriculum. Develops or translates lesson plans and activities into standards-based appropriate learning experiences. Prepares instructional materials and provides individualized and small group instruction to adapt the curriculum to the needs of each student. Assesses and monitors learning, using a variety of methods and adjusts instruction according to individual student needs. Establishes and maintains standards of student behavior to optimize an effective learning atmosphere. Assists in creating a learning environment that supports and motivates learners, provides personal growth according to the individual's ability, and helps students develop a solid foundation for continued learning. Team-teach, co-teach, or provide support to teachers in a mainstream setting as assigned. Provides individualized and group instruction and academic support in assigned subject matter using best practices as specified in school regulations and procedures, and as mandated by state law and as indicated by Individual Education Programs (IEPs.) Ensure, through appropriate planning, that the individual needs of students will be met whether present or absent. Responsible for all elements of the IEP process; the evaluation, planning, and case management of eligible students to include, but not limited to: Scheduling and monitoring due dates for student evaluations (IEPs). Evaluating students for special education eligibility in accordance with local, state, and federal regulations, policies, procedures, and laws. Scheduling and conducting effective periodic meetings for assigned students. Developing, through collaboration with a team, an Individual Education Program for each assigned student. Receives regular feedback and processes information as required. Assessing and documenting student progress toward individual goals. Ensuring students are educated in the least restrictive environment. Developing transition plans for assigned students, as appropriate. Scheduling and conducting transition meetings for enrolling students. Monitoring paraprofessional staff in the implementation of student programs. Maintaining accurate, timely records, logs, evaluations, plans and other documentation. Distributes to appropriate persons, as necessary and required. Collaborates effectively with school staff, families and appropriate agencies by: Collaborating effectively with content areas and learning-community colleagues to meet student learning needs. Communicating school related issues, concerns, and successes. Being available to teachers, students and parents for education-related purposes outside the instructional day and as indicated by IEPs. Providing consultation and regular communications with other educators regarding academic accommodations, adaptations and behavior interventions/strategies. Collaborating with outside agencies and other professionals and making appropriate referrals to other resources regarding individual student and program considerations. Acquires and exhibits working knowledge of program procedures, routines and current best practices in Special Education and other professional related areas as assigned. May participate in conferences, meetings, and trainings as appropriate or assigned. May perform other work related responsibilities as assigned. Supervisory Responsibilities: Supervises students and may supervise paraprofessionals and other staff members. Monitors student discipline through appropriate behavior management techniques. Assists administration in establishing and maintaining school-based discipline and a positive learning environment. Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Bachelor's Degree. Demonstrated skill in working with elementary and middle school students with disabilities is required. Working knowledge of Special Education state and federal guidelines, regulations, and laws is essential. Knowledge and experience with behavioral strategies, accommodations, and interventions for secondary students with emotional/behavioral challenges. Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement as a Consulting Teacher and/or Special Educator. General Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, procedures, or governmental regulations. Ability to write IEP plans, reports, and correspondence. Ability to effectively present information and respond to questions from students, parents, staff, and the public. Ability to use a variety of assessments for student work. Ability to communicate effectively with students, parents, colleagues, administration and greater school community. General Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, fundamentals of algebra, and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. General Reasoning Ability: Ability to assess situations, solve problems, cope with a variety of situations where limited standardization exists, and implement decisions is required. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities: To perform this job successfully, an individual must be able to demonstrate a high degree of interpersonal, communication and organizational skills, attention to detail, and adaptability. The incumbent must also model appropriate professional behavior and positive attitudes at all times. The ability to work independently at times, assuming responsibilities and demonstrating initiative is a must. The ability to work collaboratively in a team environment is also required. The ability to apply knowledge of current research and theory specific to assigned instructional academics program; ability to plan and implement plans based on school objectives and the needs and abilities of assigned students is required. Fluency in technology with data and communication systems and the ability to keep current on such technology. The ability to learn and train others in the use of adaptive technology as required by individual student needs. Ability to establish and maintain effective relationships with students, peers, and parents; skill in oral and written communication are essential. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands The physical demands described here represent 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. While performing the duties of this job, the employee is regularly required to stand, walk, sit, bend, kneel, sit on lower surfaces, speak, see, and hear. Will be required to climb or descend stairs and perform tasks requiring manual dexterity such as to operate technology. While performing the duties of this job, the employee may occasionally run, push, or lift up to 40 pounds such as books, backpacks, equipment, or assist in the mobilization of students. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, peripheral vision, and the ability to adjust focus. The position requires meeting deadlines and working with others. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, must show acceptable interpersonal skills and follow directions of school leadership. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Work Environment : The work environment characteristics described here represent 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. The noise level in the work environment is moderate to loud. Duties are primarily performed indoors and at times outdoors.

Job DescriptionDescription: Why You'll Love Working with Us: Do you love working with infants and toddlers, creating a warm and nurturing space where they feel safe, loved, and ready to explore? This position is ideal for individuals who want to work with children in early education, but with a flexible schedule. Substitute Early Educators will be called in as needed and do not have a set schedule. The main duties of the position are to cover teachers' time out of the classroom. This role requires reliability, dependability, and availability by phone. It's perfect for those considering a career in early childhood education or looking for flexible hours! Y Perks - Free YMCA membership and discounts on programs and camps. Growth Opportunities - Ongoing professional development and career advancement. The City is Our Playground - Our location in the heart of Burlington means children get hands-on learning experiences exploring the waterfront, beaches, woods, and Church Street. What You'll Do: Support Classroom Activities - Work with teachers to implement high-quality early childhood programs that align with the philosophy and goals of YMCA childcare. Ensure Safety - Supervise all activities to guarantee the safety and well-being of each child, whether indoors or outdoors. Engage in Play - Participate in indoor and outdoor play activities, keeping children engaged and safe at all times. Assist in Special Activities - Help teachers with swim lessons, gym lessons, and field trips, providing support and ensuring safety. Build Relationships - Develop and maintain positive, professional relationships with families, respecting their diverse backgrounds and parenting styles. Support Children's Needs - Communicate any child concerns with the classroom teacher and/or director before informing parents or guardians. Rest Time - Create a calm and restful environment during nap time, offering quiet activities and support for children who may not sleep. Adapt Learning Activities - Assist in adapting activities and materials to meet the developmental needs of each child. Maintain Classroom Environment - Work with the teaching team to keep the classroom neat and organized, and help with the maintenance of equipment and materials. Licensing Compliance - Assist in maintaining all relevant state Child Care Licensing requirements and ensure adherence. Professional Development - Complete required professional development, including at least 18 hours of training per year, as per licensing guidelines. Confidentiality - Always maintain confidentiality regarding children, families, and staff. What You Bring: A passion for early childhood education and working with young children. Strong communication and teamwork skills. A commitment to fostering a positive, inclusive, and engaging learning environment. A drive to support and nurture each child's development while working closely with families. Requirements: Qualifications: Must be 18 years of age with a High School Diploma or GED. One year of experience working with children. WORK ENVIRONMENT & PHYSICAL DEMANDS: The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in various environments, including classrooms, outdoor play areas, and other program spaces. Ability to lift, carry, or support children up to 35 pounds as needed for care, safety, and engagement. Ability to engage in active participation in all aspects of the program, including assisting with activities such as swimming and gym lessons. This may involve frequent movement, such as kneeling, bending, stooping, crouching, reaching, and standing for extended periods. Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations.

Must be 21 to apply. MKTG Brand Educators (BE) are Diageo brand enthusiasts that educate consumers on Diageo Brands during on, off, and experiential special events. They must be able to deliver a unique sampling experience, and help consumers make informed brand decisions. They are expected to interact and actively engage consumers at the point of purchase and experience, with the end goal of reinforcing and/or increasing brand awareness. The BE embodies the Diageo brand they represent and humanizes the brand as a result. They build consumer trust by providing product knowledge and education. BEs have a wide range of job responsibilities related to engaging consumers to recognize, prefer and purchase our client brands. For this reason, MKTG hires personable, friendly, and professional Brand Educators. In addition to participating in promotional events when selected, BEs are expected to complete regular online trainings regarding our client brands. BEs must have the ability to immerse themselves in order to obtain an extensive level of knowledge including Category, Product Distillation/Production and Brand with the ability to pass exams testing said knowledge. BEs must be able to successfully showcase their knowledge and ability to engage by showcasing a “Final” two to three minute presentation, in order to represent Diageo brands at events. This position is an Occasional Employment Position. Being hired as a Brand Educator does not guarantee that the employee will be assigned to any particular quantity of assignments. Brand Educator must sign-off on all required forms and must adhere to all MKTG Policies & Procedures and the NA Diageo Marketing Code. PRIMARY RESPONSIBILITIES: Actively engage and educate consumers at the point of experience, purchase and consumption Humanize the brands and build trust of consumers through education Lead consumers through a sampling journey of featured product(s) (where legal and within local legal limitations and as per policy) Regularly complete digital training for market brand and programs as directed Adapt to tech platforms to receive and input information necessary to represent the Diageo brands Arrive to events on time, in appropriate attire as specified by market team, and be prepared to execute promotions as outlined in program standards Distribute Diageo premiums to consumers Follow Responsible Server Guidelines and report Guideline violations Pre-merchandise accounts with Diageo point-of-sale (POS) Pay for bar spend or product via company issued debit card Pick up or accept delivery of promotional materials from Event Team Ensure proper care and return of company property (i.e. - uniforms, event materials) Complete post-event recap (ERF) in MKTG reporting website Take digital event photos and contribute to markets social media account Understand how Diageo brand differs from competitors and report on competitive activity in market Maintain appropriate appearance for consumer engagement Follow company policy and procedures REQUIRED SKILLS & EXPERIENCE: Outgoing Brand Knowledge and Personification of the Brand - BE must complete training in order to understand what the brand/program represents, stands for and how it differs from other brands. BE must be able to translate brand information to consumers in a relatable manner. Engaging - BE must be outgoing, personable and courteous with consumers and approach them with a friendly and helpful attitude, with the goal to build trust in the brand. Reliable - BE must always arrive to events ready to start on time, and must work until event end Physical and Other Requirements Able to stand/walk for extended periods of time Able to carry heavy trays, boxes, objects Able to maintain a pleasant disposition under stress Satisfy consumer appeal and client marketing requirements Approachable and able to engage consumers

Full-time Description Job Title: Teacher (infant/Toddler) Department: HeadStart FLSA Status: Exempt Hours/Weeks: Full Year, Full Time (Y/N): Yes Level: Hiring Range: - NEKCA Mission Statement: To empower all generations in the Northeast Kingdom to grow, prosper, and thrive. SUMMARY: Teachers create and maintain a respectful classroom culture that fosters safe and productive learning. In partnership with families, teaching staff, and program supports Teachers develop and implement developmentally appropriate, child initiated, culturally integrated curriculum for children ages 0-3 in a classroom environment. They foster an enviorment that is centered around social emotional learning and school readiness. ESSENTIAL FUNCTIONS: •Carry out duties in compliance with HS Performance Standards, Content Area Plans, Vermont Child Care Licensing Regulations for Center-Based Child Care and Preschool Programs, NAEYC, and NEKCA Standard of conduct. •Complete NEKCA Performance Evaluations, Professional Development Self-Assessment, and in partnership with supervisor, Individualized Professional Development Plan •Be aware of indicators of child abuse and neglect and comply with Vermont Mandated Reporter Law and program Child Protection Protocol •Participate in center staff meetings, monthly content area meetings, pre-service, and in-services and incorporate relevant knowledge and skills into practice LEADERSHIP QUALITIES: SUPERVISOR RESPONSIBILITIES: N/A, this position does not supervise any staff. DUTIES AND RESPONSIBILITIES: •Provides a warm, nurturing, stimulating, safe and loving environment where each child can develop language, cognitive, social, emotional, and physical skills appropriately. •Plan and implement a culturally sensitive educational program that is developmentally appropriate for each child's age and language. •Plan and implement appropriate daily lesson plans, based on the approved curriculum, that promote the cognitive, language, social, emotional, and physical development of children. •Conduct ongoing assessment and individualization documentation in a timely manner. Collect, enter, analyze and implement child assessment data. •Complete developmental screening within 45 days of child entering the program •Participate in completion of HS/EHS application as requested •Participate in planning and implementation of registration activities · •Participate per center plan in obtaining heights and weights and sensory screenings for children enrolled after screening day and returning children as requested •Plan a balanced daily routine that encourages play, exploration, and learning; and which includes teacher-directed and child-directed activities, and inside and outside time. •Provide a developmentally appropriate, stimulating learning environment, which includes adding new and interesting materials each week. •Provide a warm, nurturing, loving and positive environment, using positive guidance techniques. •Develop nurturing relationships with each child that encourages their social and emotional development. •Conduct daily health checks on each child. •Provide and encourage effective communication and relationships with families so that parents feel comfortable talking to staff about their children. •Encourage parent involvement in all aspects of the program. •Inform parents concerning their children's progress formally and informally, which may include parent notes, portfolios, parent conferences and home visits. •Maintain transition procedures for children moving from classroom to classroom or program along with other appropriate staff. •Plan and implement weekly family involvement activities. •Oversee and assist in care-giving routines i.e changing diapers/assisting in potty training •Eat with children, encouraging proper eating habits and conversation. •Follow infants' individual feeding schedules and hold infants who cannot sit independently while feeding. •Plan weekly nutrition activities for children and/or families. •Communicate regularly with other staff to better serve children and families, including attending staff meetings, trainings, and sharing information. •Have a cooperative, positive and supportive attitude within the program. Requirements POSITION REQUIREMENTS: Education and Experience: •Minimum of Associates Degree in early childhood or human development/child development. Bachelor's Degree is preferred. •Infant/Toddler credential preferred •2 years relevant experience Core Competencies: •Work effectively as a team member •Sufficient transportation to meet job requirements •Obtain CPR and First Aid Certification within six months of employment •Effective written and oral communication skills •Maintain confidentiality •Commitment to be actively engaged in a continuing process of professional development Core Values: • Demonstrate competency in all five areas of NEKCA's Core Values • Empower individuals to recognize and utilize their potential for growth and positive change • Promote social justice and equity in the community. • Build and maintain strong relationships with the local community. • Involve community members in the organization's initiatives and decision-making processes. • Value diversity and respecting the cultural backgrounds of participants • Ensure that services are inclusive and culturally sensitive. • Uphold ethical standards in all interactions with participants and the community. • Participate in self-reflection and self-care practices to prevent burnout. • Adhere to ethical guidelines and professional codes of conduct. • Maintain participant confidentiality and ensuring participant safety. • Use clear, respectful, and professional language and behavior when communicating with participants, colleagues, and other service providers. • Demonstrate a genuine understanding of and care for the needs and feelings of participants or service users. • In person attendance required during scheduled hours as defined by your supervisor. • Be sensitive to participant's unique situations and challenges. • Represent NEKCA in public and advocating for its mission. Background Checks: Employees in this role are required to undergo a background check in accordance with NEKCA policy, which may include verifying education, employment history, and criminal records. Transportation Requirements: WORKING CONDITIONS: Employees in this position work primarily in an classroom environment controlled temperature conditions. This position may include time outside during calm moderate weather. Noise levels vary from moderate to loud. The work involves sitting and standing for extended periods of time, using a computer and other office equipment, and may require bending and lifting. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job DescriptionDescription: Join our team of nurturing educators who help shape the lives of our youngest learners! The Greater Burlington YMCA is seeking a Teaching Assistant who is passionate about learning through play and ready to create a welcoming, engaging, and developmentally appropriate environment for children. This role is essential in supporting the Y's mission to foster youth development, healthy living, and social responsibility Schedule and Location: Monday-Friday (no weekends!) from 9 am to 5:30 pm at our Winooski location located at 405 Main St, Winooski, VT. This position would be responsible for assisting with the closing of the facility at the end of each day. Why You'll Love Working with Us: At the Y, you'll be part of a passionate team committed to strengthening community through youth development, healthy living, and social responsibility. We offer: Competitive Pay - Starting pay for this position is between $18-$19.80 / hour and based on your experience and qualifications with the opportunity for merit-based increases yearly. We Invest in You- At the Y, we know early childhood educators are essential-and we treat them that way. We've recently made a significant investment to increase wages across our Early Childhood Programs as part of our ongoing commitment to valuing, retaining, and supporting our incredible teaching teams. Professional Development - Enjoy 8 in-service days dedicated to training, team meetings, and curriculum planning. Time Off - Get 15 paid vacation days, 6 paid holidays, and 3 weeks of Paid Time Off in your first year. Balanced Workload - One dedicated planning day each week. Y Perks - Free YMCA membership and discounts on programs and camps. Comprehensive benefits, including: Health, dental, and free vision insurance Short-term and long-term disability coverage Health Savings Account (HSA) option Dependent Care Flexible Spending Account (FSA) Participation in the YMCA Retirement Fund, a fully funded 6% employer contribution (once eligibility requirements are met), with additional voluntary savings options. Growth Opportunities - Ongoing professional development and career advancement. Loan Forgiveness - Eligible for Public Service Loan Forgiveness. Waitlist Priority: Priority access to YMCA early childhood and afterschool programs through our childcare waitlist system About Our Center: At the Greater Burlington YMCA, we offer a play-based, emergent curriculum driven by each child's natural curiosity and interests. With locations in both Burlington and Winooski, our early childhood programs celebrate the unique identities of children and families, nurturing social-emotional growth through meaningful play and authentic connections. At the Y, we: Support Social/Emotional Growth Celebrate Diversity Foster Curiosity Strive to Inspire and be Inspired What You'll Do: Support classroom teachers in planning and leading engaging, age-appropriate activities that reflect YMCA values and curriculum goals. Help supervise children during all classroom, gym, swim, and outdoor play activities to ensure a safe and positive environment. Build respectful, professional relationships with families and assist with family engagement events. Communicate observations and concerns with teachers and leadership, and maintain confidentiality at all times. Assist in maintaining classroom organization, equipment, and licensing standards. Create a calm atmosphere during rest time and provide quiet support to children as needed. Attend required trainings and complete annual professional development hours. Foster a nurturing, inclusive environment that models the Y's core values of Caring, Honesty, Respect, and Responsibility. Assist with closing the facility at the end of each day. Requirements: Applicants must meet the minimum qualifications to be eligible for the starting rate of $18.00/hour. Additional compensation is determined based on experience and education aligned with the preferred qualifications. Minimum Qualifications: Must be 18 years of age with a High School Diploma or GED Ability to pass a federal background check and state fingerprinting One year of experience working with children Preferred Qualifications: Completion of a VT Fundamentals Course or at least 3 college credits in child development Certificate of completion of a Child Development Associate Credential (CDA) Full-time experience working with children or youth in an educational, recreational, or programmatic setting, with milestones recognized at 2, 5, 10, and 15+ years. Completion of twelve college credits in child or human development or school age care and education. Associate or bachelor's degree in any field. Formal training or certification experience in trauma-informed care, basic specialized care, or social work. Including completion of professional development or coursework in trauma-informed practices. 2+ years of direct full-time experience in special education or behavioral intervention. Coursework or certification in special education or behavioral intervention. Completion of DEI-specific training, coursework, or certification, with a minimum of 40 hours or the equivalent of a college course. Work Environment and Physical Demands The physical demands described here are representative of those necessary for the role and are essential to ensuring the safety and well-being of children in our care. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Ability to effectively supervise and ensure the safety of children by maintaining visual and auditory awareness in various environments, including classrooms, outdoor play areas, and other program spaces. Ability to lift, carry, or support children up to 35 pounds as needed for care, safety, and engagement. Ability to engage in active participation in all aspects of the program, including assisting with activities such as swimming and gym . This may involve frequent movement, such as kneeling, bending, stooping, crouching, reaching, and standing for extended periods. Ability to respond quickly and appropriately to the physical and emotional needs of children, including in emergency situations Staff in this role should expect to receive training, as needed, in basic medical support and physical assistance procedures to help ensure that all children can participate safely and fully. This may include but is not limited to tasks such as assisting a child who uses a wheelchair, helping manage medical needs like diabetes, or administering emergency medications as trained.