Teacher aide jobs in Longview, TX

As assigned by campus administrator Education Required: High school diploma or GED Prefer Associates Degree or 48 hours of college Certificates/License Required: Able to obtain Paraprofessional Certificate Experience/Abilities Required: Good communication skills with both students and adults; Bilingual a must Physical/Mental Demands: Withstand demand & possess physical strength to work with energetically small children Extracurricular Duties: As assigned (bus or hall duties)

Primary Purpose: Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required endorsements or related training and work experience for certification waivers under the District of Innovation Plan (DOI) Demonstrated competency in the core academic subject area assigned Special Knowledge/Skills: Knowledge of core academic subject assigned Knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Experience: Student teaching, approved internship, or related work experience

Elementary School Teaching/Elementary Teacher Attachment(s): * Teacher.pdf

Role Mission: ResponsiveEd's Special Education Instructional Aide position is ideal for a candidate looking to gain valuable experience in Special Education teaching. Special EducationInstructional Aides support the Special Education teacher as they work with students who have a wide range of learning, cognitive, emotional, and physical disabilities to support their academic needs. What You'll Do: Assist in the educational and social development of students under the direction and guidance of the classroom teacher and campus administration. Assist in the implementation of Individual Education Plans for the students and monitor their progress. Provide support for individual students inside and outside of the classroom to enable them to fully participate in activities. Work with other professionals, such as speech therapists, social workers, occupational and physical therapists. Assist classroom teachers with maintaining student records. Assist in scheduling Admission, Review, and Dismissal (ARD) meetings and Individual Evaluations/Review of Existing Evaluation Data (REED) ensuring that all timeline requirements are met. Assist in acquiring contracted service providers as needed. Ensure that student progress is evaluated on a regular basis, and that the findings are used to make special education services more effective. Update and send IEP Report Cards to parents at the same time that the general report cards are sent. Plan the necessary time, resources, and materials to support general education teachers in accomplishing educational goals of students receiving special education services. Ensure compliance with all state mandated assessments and alternative assessments, including their selection and administration. Assist the campus administrator with the Response to Intervention process. Seek assistance as needed from IDEA Coordination supervisor. Demonstrate support for the campus's student management policies and assist with behavior management strategies as they relate to students with disabilities. Establish and maintain open lines of communication by conducting conferences with parents, students, teachers, and administrators. Implement ResponsiveEd's Special Education school board policies, procedures, and operational guidelines. Compile and maintain all reports, records, and other documents required by law and/or the Director of Special Education. Perform special projects, during and after normal business hours, and other duties as assigned. NOTE: After normal business hours may include, but is not limited to, Saturday Mandatory State Tutorials. What You'll Bring: A passion for students, especially students with disabilities. Ability and patience to work interactively with students, especially students with disabilities. Working knowledge of and compliance with federal and state special education law. Working knowledge of and compliance with individualized services for students with disabilities. Knowledge of and compliance with the Admission, Review, and Dismissal (ARD) Committee process. Knowledge of the development and implementation of the Individual Education Plan (IEP) process. Knowledge of and compliance with Transition. Strong organizational, communication, and interpersonal skills. Strong computer skills to implement multiple and diverse programs. Excellent verbal and written communication skills. Learn and implement teaching curriculum software programs and instruct students on utilization. Communicate effectively with all levels of students with disabilities, parents, administrative staff, and Campus Directors. Ability to effectively interpret policy, procedures, and student data such as diagnostic test results, state assessments scoring, transcripts, and grade point average. Ability to transition with district, campus, and/or department changes. Ability to communicate effectively with and receive guidance from supervisors Manage multiple priorities effectively. Education and Experience: Prior to providing services, Special Education Instructional Aides must meet the following requirements: Must be a high school graduate or hold a General Educational Development (GED) certificate; Have experience working with students or parents as approved by the employing superintendent Have satisfied ONE of the following requirements: Have three creditable years of experience as either an Educational Aide I or II Have 30 semester hours of college credit with some emphasis on child growth and development or related subject areas Completion of an Education Service Center Instructional Aide certification course

Minimum Requirements Bachelor's degree from an accredited college or university Certificates/Licenses Valid Commonwealth of Pennsylvania Instructional Certificate in respective grade level, and endorsements in respective subject area, OR Presentation of an original, signed letter from the Certification Officer of an accredited college or university verifying current enrollment in an approved certification program in order to be eligible for an Emergency Permit. PLEASE NOTE\: Certain subjects/roles require a second step in order to determine eligibility. This includes art, dance, theater, music, world languages, and any role that is vocational/CTE, itinerant, and/or bilingual. The Recruiter who supports that subject will reach out with next steps should you meet minimum eligibility requirements. Knowledge, Skills, and Abilities Demonstrated knowledge of: the principles, practices, and methods of grade level education; subject specific expertise; the contents, materials, methodologies, and practices utilized within education at the respective grade level; critical thinking methodologies and problem-solving techniques; the theories and principles of child growth and development; state standards and performance levels; the use and application of technological innovations, including pertinent software, in the development of solutions to learning problems; authentic performance assessment principles. Demonstrated ability to: assess students' needs and learning styles and to design appropriate differentiated instruction to meet their needs; use and apply simulations and technological innovations in the classroom in pursuit of instructional strategies; facilitate inquiry-based learning as well as whole class, small group, and individual instruction driven by student needs; communicate effectively, both orally and in writing; establish and maintain effective working relationships with faculty, administrators, supportive staff, parents, and students. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices. Job Summary A teacher in the School District of Philadelphia plans and teaches their subject area, following the scope and sequence for all courses; provides instruction to students in a variety of planned courses; provides the use of real life applications and simulations to instruct students in the analysis and interpretation of material being presented; instructs the use of tools, materials, processes, and applications of technology, including pertinent software applications, in the development of lessons, and uses formal and informal classroom and district assessments. Essential Functions Assesses the skill level of students and aligns classroom goals and activities to established state and local standards; Provides instruction in respective subject area(s); Provides students with instruction emphasizing real life applications and simulations; Teaches inquiry techniques that encourage experimentation and alternative approaches to problem solving; Provides technical expertise in the use of tools, materials, processes and applications of technology, including pertinent software applications; Provides students with learning experiences requiring them to demonstrate comprehension of concepts and the ability to use technological resources in developing solutions to problems; Provides instruction that encourages students to use learned skills as tools for inquiry-based learning; Creates a classroom environment in which students have access to subject-related materials that address their needs and interests; Collaborates with staff members within and across disciplines to integrate subject-specific skills across the curriculum; Keeps abreast of the latest developments and improvements in education as it affects the instructional program; Attends faculty meetings to discuss school problems and teaching methods; Maintains classroom discipline; Maintains attendance, grade(s), and other required records. PLEASE NOTE\: Salary is commensurate with experience in education and educational attainment. Both prior experience and educational degree must go through the District's verification process in order for final salary to be confirmed. Please click this link to read through the process and download the verification forms for your previous employer(s) to complete. Disclaimer\: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Nondiscrimination\: The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

All tutoring at Kilgore College aims to help students (tutees) become more independent learners. Tutors provide individual and group tutoring to students across various courses. Tutors meet with students on a short or long-term basis to clarify and review concepts taught in class, explain processes, and help students solve specific problems. Tutoring is a "student-centered" activity, and as such, the emphasis and content of the tutoring sessions are determined by the student's needs. Tutoring is a supplement to teaching, not a replacement for class attendance and participation. Goals To help students maximize, expand, and improve their academic skills. To listen and respond to the educational needs of others with creativity, energy, sensitivity, and patience. To reinforce students' understanding of subject-specific course material. To share subject-specific study skills. To promote the services and programs of the Instructional Support Services. Position responsibilities: Provide personalized tutoring sessions to students in various undergraduate courses. Develop customized lesson plans and study strategies to address each student's unique learning needs. Foster a supportive and engaging learning environment that encourages student participation and confidence. Monitor student progress and adjust tutor methods as necessary to ensure academic improvement. Communicate with students to provide feedback on student performance and areas for growth. Stay updated on relevant curriculum changes and teaching methodologies. Assist with the retention efforts, when needed. Minimum Position Requirements: We are seeking an experienced math and science tutor to support students in higher-level courses, including but not limited to algebra, statistics, calculus, physics, and chemistry Eligible for employment in the United States Must have an AA/AS/AAS degree or higher from an accredited college/university with a (B) or above for the courses to be tutored. Attend ten (10) hours of mandatory tutor training during your first two (2) semesters of tutoring. Excellent verbal, written, and interpersonal communication skills. Salary Range & Fringe Benefits: The rate of pay $12 per hour. Up to 19 hours per week Worker's Compensation Limited Part-Time Retirement Plan Physical Demands, Work Environment, and Safety: Ability to work flexible schedules, including evenings and weekends is required. Significant travel is required for recruiting, as well as with the team for tournaments. Work is normally performed in a typical interior/office work environment. None or very limited physical effort required; however, the employee must occasionally lift and/or move up to 25 pounds. None or very limited exposure to physical risk. Provide resources and direction for safe operation of Kilgore College's Esports program, and any associated facilities or equipment. Always, create and support workplace safety. Disclaimer: The above description is an overview of the job. It is not intended to be an all-inclusive list of duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to do the job. Duties and responsibilities may change with business needs. Kilgore College reserves the right to add, change, amend, or delete portions of this at any time, with or with notice. Employees may be required to perform other duties as requested, directed, or assigned. In addition, reasonable accommodations may be made by Kilgore College at its discretion to enable individuals with disabilities to perform the essential functions. All full-time positions are located in Kilgore, TX. No fully work from home positions are available at this time. All employees must be available to physically present to work on the Kilgore, TX or Longview, TX Campus. Some Part-Time and Adjunct positions may be offsite but the candidate MUST live in the State of Texas. Kilgore College is a two-year, comprehensive public community college with a campus in Kilgore and an extension center in Longview, Texas. With approximately 7,000 students, Kilgore College is a student-centered institution characterized by excellence in teaching and quality learning opportunities. Kilgore College is focused on continually improving their students' holistic experience leading them to success in life while improving access to higher education and partnering with those who advance the vision of a stronger community culturally, socially and economically. Vision Statement: We commit to be the higher education institution of choice in Northeast Texas. Positions will remain open until filled. Some Adjunct and Part-Time teaching positions may remain open perpetually as the need for part time instructors fluctuates with student enrollment. Teaching positions will be required to submit official transcripts upon an offer of employment. An offer of employment will be contingent upon passing a background check. Federal law prohibits the employment of unauthorized aliens. All persons hired must submit satisfactory proof of employment authorization and identity within three (3) days of being hired. Failure to submit proof within the required time shall result in immediate employment termination. All position appointments are subject to approval by the college's Board of Trustees. This description is an overview of the job. It is not intended to be an all-inclusive list of duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to do the job. Duties and responsibilities may change with business needs. Kilgore College reserves the right to add, change, amend, or delete portions of this job description at any time, with or with notice. Employees may be required to perform other duties as requested, directed, or assigned. In addition, reasonable accommodations may be made by Kilgore College at its discretion to enable individuals with disabilities to perform the essential functions. Kilgore College is an equal opportunity institution and does not discriminate on the basis of sex, race, color, religion, age, national origin, disability in violation of Section 504 of the Rehabilitation Act or 34 C.F.R. Part 104, veteran's status or genetic information in its educational programs, employment policies or activities. Know Your Rights Employment Notice Employee Rights and Responsibilities Under the Family and Medical Leave Act All positions are considered security-sensitive and subject to a background check pre-employment. Powered by JazzHR yg KF0SyLbZ

Trinity Charter School was created in 2004 by Lutheran Social Services of the South. The district has a very distinct charter that specializes in serving students in residential treatment centers and Office of Refugee Resettlement centers.Since its original opening, the district has grown to eight schools found in the communities of Canyon Lake, Corpus Christi, Katy, Lockhart, Tyler, Big Sandy and McAllen, Texas. The district enrollment is capped at a daily enrollment of 1,000 students. Throughout the year, however, the district is anticipated to serve over 2,000 students. Most students attending the Trinity Charter School have been placed by the Texas Department of Child Protective Services, Juvenile Court and/or the Office of Refugee Resettlement. The Substitute Teacher is responsible for providing students with appropriate educational activities and experiences that will assist them in fulfilling their potential for intellectual, emotional, physical and social growth. The Substitute Teacher works on an as needed basis, but may not substitute for any given teacher for more than 20 consecutive days. Skills: * Working knowledge of minimum standards of Texas charter schools * Understanding of student populations on his/her campus * Understanding of positive behavioral management techniques * Understanding of curriculum and instruction, with ability to model for the faculty and staff * Strong leadership abilities * Ability to evaluate instructional programs and teaching effectiveness * Ability to implement policies and procedures * Proficient in Microsoft Office (especially Word and Excel) * Excellent and strong communication skills (verbal and nonverbal) * Knowledge of core academic subject assigned. * General knowledge of curriculum and instruction. * Ability to instruct students and manage their behavior. * Understanding of positive behavioral management techniques * Strong organizational skills * Strong interpersonal skills. * Ability to work respectfully and effectively with students, school staff, residential staff and visitors, regardless of gender, age, disability or ethnicity. Responsibilities and Duties: * Prepare daily lesson plans and submit to Principal weekly (if applicable), if in classroom as a long-term substitute for more than one week, and up to 20 days. * Follow prepared lesson plans of regular classroom teacher, if in class up to one week. * Ensure lesson plans show adaptations for differences in student learning styles * Teach instructional subjects according to the standards of Texas Essential Knowledge and Skills (TEKS) * Maintain records of student attendance and grades. * Maintain appropriate supervision of students and classroom staff. * Maintain a neat, clean and orderly classroom. * Display current student work in classroom, without last names. * Assist in the preparation of report cards and IEP progress reports, if working as a long-term substitute when such reports are due. * Provide needed information and assist with the development of FBAs and BIPs, when appropriate. * Coordinate and manage extracurricular duties, as assigned by the Principal. * Serve as a role model for students and classroom staff with regard to language, dress and behavior. * Maintain current knowledge of, and abide by, all state regulations and TCS policies for teachers. * Ensure necessary and reasonable measures are taken to protect equipment, materials and facilities * Create and maintain a professional relationship with colleagues, students, and administration. * Actively participate in faculty and/or staff meetings, and assist with school committees, if needed. Physical Requirements : * Maintain emotional control under stress * Work with frequent interruptions * Occasional district wide travel * Frequent prolonged and irregular hours * Sitting, standing, lifting and carrying (up to 25 pounds with assistance), reaching, squatting, climbing stairs, and kneeling may be required. Education : * Bachelor's degree from an accredited college or university required (Master's preferred). * Texas teacher certification preferred. * A minimum of one year's experience as a classroom teacher, working with ED and/or LD students, preferred. Trinity Charter Schools, pursuant to Chapter 22 of the Texas Education Code, will fingerprint, and conduct a criminal background check, on applicants. Employment is contingent up successful completion of the criminal background check.

Job Posting ID: 128Location(s): ELEMENTARYEmployment Type: Full TimeJob Type: EXEMPTPosted Date: 11/17/2025Deadline: Until FilledHours per Day: 8:00:00 Teacher Primary Purpose: Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: * Bachelor's degree from accredited university * Valid Texas Teaching certificate, with required endorsements for subject/level assigned Special Knowledge/Skills: * Knowledge of subjects assigned * General knowledge of curriculum and instruction * Ability to instruct students and manage their behavior * Strong organizational, communication and interpersonal skills Experience: * Student teaching or approved internship, preferred

Join Our Compassionate Team as a Medication Aide Arabella of Longview 1155 E. Hawkins Pkwy, Longview Tx75605 We are hiring for Overnight Med Aide, but also a split shift Add Passion to Your Career! Do you have a calling to care for others and make a significant impact daily? If you take pride in making others smile and forging meaningful connections, our community is the ideal place for you. We are seeking a dedicated Medication Aide to enhance the well-being of our elderly residents. Position Highlights: Assist with the administration and management of medications under supervision. Monitor and record vital signs, contributing to our residents' health monitoring. Support residents with daily activities such as bathing, grooming, and dressing. Foster a supportive environment, encouraging resident participation in scheduled activities and social engagements. Help maintain a pleasant living environment through light housekeeping duties and meal service assistance. What We Require: Strong organizational skills and the ability to stay focused in a dynamic, fast-paced setting. A positive attitude and a genuine interest in working with elderly populations. Physical endurance to stand for the majority of the shift. Why Join Us? Stable work hours and generous Paid Time Off to promote work-life balance. Based on eligibility, some employees will qualify for a comprehensive benefits package that includes Medical, Dental, Vision, and 401(k). Employee perks like Next Day Pay, travel and retail discounts, and no late-night shifts. Opportunities for ongoing training and career advancement. Access to voluntary benefits like pet insurance, ID theft protection, and more. A recognized Great Place to Work with a strong community spirit.

EEOC DISCLAIMER International Leadership of Texas provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, International Leadership of Texas complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. 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. International Leadership of Texas expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of International Leadership of Texas employees to perform their job duties may result in discipline up to and including discharge. Years Of Experience * Years of Experience in Related Field Conditions of Employment * I understand that I may be required to submit to a fingerprint background check at my own expense before employment or at any time during my employment. * Are you legally authorized to work in the United States? (If offered employment, you will be required to complete an Employment Eligibility Verification Form (I-9) and produce documentation of identity and authorization to work). * I understand ILTexas does not petition or sponsor an employment visa. * I authorize representatives of International Leadership of Texas to contact all persons and entities listed on this application and to make all contacts, inquiries and investigations which they deem necessary in order to verify my education, employment and criminal history. I consent to the release by third parties of information concerning my previous employment and pertinent information they may have, personal or otherwise, and release all parties from liability for any damage that may result from furnishing same to the District. * I understand that International Leadership of Texas will keep such information in a confidential file, available only to appropriate district officials. I understand this application and all supporting material submitted becomes the property of the International Leadership of Texas which reserves the right to accept or reject said application. * I understand that International Leadership of Texas is an equal opportunity employer and does not discriminate in hiring decisions based on any state or federally protected right. * I hereby affirm that all information, without exception, provided in this application is true and accurate to the best of my knowledge and understand that any deliberate falsification, misrepresentation, or omission of fact may be grounds for rejection of my application or employment or dismissal from subsequent employment by International Leadership of Texas. General Questions * Please enter your Social Security Number. * How did you hear about ILTexas? * If you were referred by an ILTexas Employee, please state the ILTexas employee's first and last name and department and/or campus. * Are you a current or former employee of the district? If yes, please list campus, position, and dates worked. * Have you retired from Teacher Retirement System(TRS)? If yes, please provide retirement date. If no, type N/A. * Are you an active member of TRS? * Are you a relative of any current ILTexas board member or a relative of any current ILTexas employee by blood or marriage? A relative shall include the following relationships: relationships established by blood, marriage or legal action. Examples include (but are not limited to) the employee: spouse, mother, father, son, daughter, sister, brother, mother-in-law, father-in-law, sister-in-law, brother-in law, daughter-in-law, stepparent, stepchild, aunt, uncle, nephew, niece, grandparent, grandchild or cousin. The term also includes domestic partners (a person with whom the employees life is interdependent and who shares a common residence) and, a daughter or son of an employee domestic partners. If yes, please state name, position held, and relationship. If no, please type N/A. * Are you aware of any reasons why you would not be able to perform the duties of the position for which you are applying? If yes, please explain. * Do you know any other language other than English? If yes, please indicate which languages and skill level. * I understand that upon employment I must provide my official transcript(s) and service record if applicable. * Have you ever been employed or currently employed by one of the following substitute staffing agencies? Benefits Leave days offered by ILTexas: * 3 Local Days- Do not rollover to the following year. * 5 State Days- Unused days will rollover. You will only receive the full amount of days if you complete the full year. Benefits: * Medical Insurance (TRS ActiveCare) Blue Cross Blue Shield & Express Scripts Pharmacy Prescription. ILTexas medical employee-only contribution is $450 for ActiveCare Primary and $462 for ActiveCare HD and Primary Plus. * Free $50,000.00 Basic Life Insurance (The Hartford) Supplemental Benefits: Available at additional cost/ILTexas does not contribute towards the plans listed below. * Dental (Cigna) * Vision (Avesis) * Cancer (CHUBB) * Accident Insurance (Pan American Life) * Identity Theft (ID Watchdog) * Disability Insurance (CHUBB) * Voluntary Group Life (The Hartford) * AD&D (The Hartford) * Section 403b & 457 Retirement Saving Plans (National Benefit Services) * HealthCare FSA (National Benefit Services) * Dependent Care FSA (National Benefit Services) * HSA (EECU) * EAP (The Hartford) * Hospital Indemnity Plan (CHUBB) * Critical Illness (CHUBB) * Telehealth (MDLive) * Pet Insurance (MetLife) For more information, please visit our ILTexas Benefits Portal at: ************************************ Attachments RESUME / CURRICULUM VITAE* TRANSCRIPT WITH DEGREE DATE* STATE ID / DRIVERS LICENSE* SOCIAL SECURITY CARD* OTHER References GENERAL: 2 of 3 external references required.

Role Mission: ResponsiveEd's Special EducationInstructional Aide position is ideal for a candidate looking to gain valuable experience in Special Education teaching. Special EducationInstructional Aides support the Special Education teacher as they work with students who have a wide range of learning, cognitive, emotional, and physical disabilities to support their academic needs. What You'll Do: * Assist in the educational and social development of students under the direction and guidance of the classroom teacher and campus administration. * Assist in the implementation of Individual Education Plans for the students and monitor their progress. * Provide support for individual students inside and outside of the classroom to enable them to fully participate in activities. * Work with other professionals, such as speech therapists, social workers, occupational and physical therapists. * Assist classroom teachers with maintaining student records. * Assist in scheduling Admission, Review, and Dismissal (ARD) meetings and Individual Evaluations/Review of Existing Evaluation Data (REED) ensuring that all timeline requirements are met. * Assist in acquiring contracted service providers as needed. * Ensure that student progress is evaluated on a regular basis, and that the findings are used to make special education services more effective. * Update and send IEP Report Cards to parents at the same time that the general report cards are sent. * Plan the necessary time, resources, and materials to support general education teachers in accomplishing educational goals of students receiving special education services. * Ensure compliance with all state mandated assessments and alternative assessments, including their selection and administration. * Assist the campus administrator with the Response to Intervention process. * Seek assistance as needed from IDEA Coordination supervisor. * Demonstrate support for the campus's student management policies and assist with behavior management strategies as they relate to students with disabilities. * Establish and maintain open lines of communication by conducting conferences with parents, students, teachers, and administrators. * Implement ResponsiveEd's Special Education school board policies, procedures, and operational guidelines. * Compile and maintain all reports, records, and other documents required by law and/or the Director of Special Education. * Perform special projects, during and after normal business hours, and other duties as assigned. NOTE: After normal business hours may include, but is not limited to, Saturday Mandatory State Tutorials. What You'll Bring: * A passion for students, especially students with disabilities. * Ability and patience to work interactively with students, especially students with disabilities. * Working knowledge of and compliance with federal and state special education law. * Working knowledge of and compliance with individualized services for students with disabilities. * Knowledge of and compliance with the Admission, Review, and Dismissal (ARD) Committee process. * Knowledge of the development and implementation of the Individual Education Plan (IEP) process. * Knowledge of and compliance with Transition. * Strong organizational, communication, and interpersonal skills. * Strong computer skills to implement multiple and diverse programs. * Excellent verbal and written communication skills. * Learn and implement teaching curriculum software programs and instruct students on utilization. * Communicate effectively with all levels of students with disabilities, parents, administrative staff, and Campus Directors. * Ability to effectively interpret policy, procedures, and student data such as diagnostic test results, state assessments scoring, transcripts, and grade point average. * Ability to transition with district, campus, and/or department changes. * Ability to communicate effectively with and receive guidance from supervisors * Manage multiple priorities effectively. Education and Experience: Prior to providing services, Special Education Instructional Aides must meet the following requirements: * Must be a high school graduate or hold a General Educational Development (GED) certificate; * Have experience working with students or parents as approved by the employing superintendent * Have satisfied ONE of the following requirements: * Have three creditable years of experience as either an Educational Aide I or II * Have 30 semester hours of college credit with some emphasis on child growth and development or related subject areas * Completion of an Education Service CenterInstructional Aide certification course

SPED Behavior Teacher JobID: 682 Middle School Teaching/Special Education Teacher - Behavior Specialist

Invo Healthcare is the nation's leading provider of behavior, mental health and therapy services in schools, centers and communities. We're seeking a talented, Full-TIme Teachers of Deaf and Hard of Hearing (TODHH) to join our school-based services team in Richardson, Texas. Professional License Requirements: Applicants are required to have the following, legally mandated certifications. Applicants without these requirements will not be considered. Valid Texas teaching certificate in Deaf and Hard of Hearing EC-12. Passing score on the TExES Deaf and Hard-of-Hearing (181) exam. Proficiency in American Sign Language (ASL) or other communication modes (TASC/TASC-ASL certification). Bachelor's or Master's degree in Deaf Education or related field. Experience working with students with hearing loss preferred. What to expect from this role: Experience working in schools or with children is a plus but not required. Working directly with hearing impaired students Evaluating hearing impaired students Reviewing doctor's hearing-impaired paperwork for each student Utilizing knowledge of the theory, principles and practices of language development, auditory training, lip reading and speech training Working and building relationships with parents, teachers and school personnel Fulfilling all other teacher duties that arise How Invo Supports You We know there's more to life than a job, so we've put together a supportive package of insurances, allowances, and development tools to help you grow no matter your season of life. -- Your Basics -- Paid Time Off, with flat and accruing options so you can rest as needed Multiple medical & supplemental benefit options; from RBPs to PPOs, you're covered Professional Liability Coverage so you can focus with peace of mind Company sponsored Short-Term Disability, with additional options for long-term disability & critical illness Day-1 401(k) options with discretionary company match options -- Professional Development -- Up to $500 Professional Development allowance for items including subscriptions, education materials, classroom materials and more. Up to $225 per year Professional Membership Dues for organizations including ASHA, AOTA, NBCOT, APTA, and more. Licensure Reimbursement for qualifying licenses and expenses Unlimited access to a library of CEUs Access to Employee Assistance Programs -- Personalized Assistance -- Your dedicated Employee Relationship Manager provides tailored support for you throughout your time at Invo, becoming a one-stop-shop to help navigate your career change We offer district intervention if you're struggling to find the support you need day-to-day Who is Invo Healthcare? Invo Healthcare has been providing therapy services to children for 30 years in school-based contracts and clinics, with the mission of inspiring and nurturing growth for all learners. The Invo team is comprised of education and therapy leaders who have a keen understanding of how to meet the unique needs of school districts, children and families and help them succeed. Each of our employees are wholeheartedly committed to providing positive outcomes for children and helping them shine in their own way. Learn more about Invo at: *********************

Job Posting ID: 2Location(s): Crosby Middle School, Head Start, Hitchcock High School, Hitchcock Primary School, Stewart Elementary SchoolEmployment Type: Part TimeJob Type: SubstitutePosted Date: 01/17/2025Deadline: Until Filled PRIMARY PURPOSE: In the absence of the teacher, provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Substitute Teacher - All Campuses Mandatory Substitute Orientation is required. PRIMARY PURPOSE: In the absence of the teacher, provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. QUALIFICATIONS: Education: Minimum of 60 or more hours from an accredited university Special Knowledge/Skills: Knowledge of subjects assigned General knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills MAJOR RESPONSIBILITIES AND DUTIES 1. Assume all responsibilities and duties assigned to the classroom teacher. 2. Implement lesson plans provided by the classroom teacher that fulfill the requirements of District's curriculum program. 3. Implement classroom teacher designed lesson plans that reflect accommodations for differences in student learning styles, use appropriate instructional strategies and materials. 4. By following teacher lesson plans, present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations. 5. Work cooperatively with special education teachers to modify curriculum as needed for special education students according to guidelines established in Individual Education Plans (IEP). 6. Plan and supervise assignments of teacher aides(s) when necessary. 7. Be a positive role model for students, support mission of school District. 8. Create classroom environment conducive to learning and appropriate for the physical, social and emotional development of students. 9. Manage student behavior in accordance with Student Code of Conduct and abide by employee handbook. 10. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 11. Establish and maintain open communication and professional relationship with parents, students, principals, and teachers. 12. Use effective communication skills to present information accurately and clearly. 13. Keep informed of and comply with state, District, and school regulations and policies for classroom teachers. 14. Compile, maintain, and file all reports, records, and other documents required (examples may include but not limited to grading papers, completing attendance procedures, and filling out substitute teacher report) . 15. Attend and participate in faculty meetings when serving as a long term substitute. 16. Record and turn in money to the office that was collected during the day. 17. Report all student injuries, accidents, and illnesses to appropriate authority immediately. 18. Report all suspected abuse to CPS/police and the principal. 19. Maintain confidentiality regarding students and staff personnel information. 20. Perform other duties as may be assigned. WORKING CONDITIONS: Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking Lifting: Occasional lifting of 35 lbs. or more; may lift and move textbooks and classroom equipment Environment: Work inside, may work outside; regular exposure to noise Mental Demands: Maintain emotional control under stress

Job Posting ID: 353Location(s): WiseEmployment Type: Full TimeJob Type: Hourly - AnnualizedPosted Date: 12/03/2025Deadline: Until FilledPay: $13.20 - $15.91Hours per Day: 8:00:00 ABC Aide Primary Purpose: Primary purpose is to conduct observations and provide input in developing the behavior management plans, to model appropriate student behaviors and provide feedback for dealing with specific problem behaviors, to support the teachers by providing technical assistance and current information, and to emphasize and nurture communication with the school, department, district, and community. Qualifications: Education/Certification: * Be a high school graduate or hold a GED certificate * Have 2 years of experience as an educational aide I or a minimum of 15 semester hours of college credit with some emphasis on child growth and development or similar background; or have demonstrated proficiency in the area of special education Special Knowledge/Skills: * Desire and ability to work with and effectively communicate with staff, students, and parents Experience: * Have experience related to working with Emotionally disturbed or Behaviorally Disordered students, preferred Major Responsibilities: * Behavioral observations of students * Assist in developing management plans * Develop folders, files, and programs to enable teachers and staff to collect data * Individualize and give specific feedback for specific student-teacher needs * Oversee students with special needs * Model and provide specific feedback for dealing with specific problem behaviors * Provide technical assistance for classroom teachers * Stay current on literature, training, workshops, and in-service, dealing with Emotionally Disturbed and Behaviorally Disordered students * Encourage students and teachers using positive feedback and specific technical assistance * Escort students to the classroom * Provide supervision during lunch, physical education, providing on-going needs assessment in order to make the setting safe and less restrictive (requiring less supervision) * Provide constant supervision during crisis situations Use of Crisis Prevention Intervention techniques when appropriate * Assist students in the classroom * Have an understanding of subject areas and ways to adapt and improve curriculum * Demonstrate a wide variety of developmental and remedial instructional approaches (especially tactile strategies) * Assist with classroom organization (ie, schedules, materials, teacher, assistants, etc) * Conduct a functional assessment and design appropriate recording/graphing strategies for specific behaviors * Teach about reinforcers, punishers, data recording, token system, graphing and effective instructional strategies * Design behavioral programs for problem students * Analyze antecedents student behavior such as classroom design, curriculum design, lesson design, teacher communication style, etc * Familiarize with various social skills curriculum and with self-regulation strategies * Describe strategies for achieving the maintenance and generalization of prosocial behavior * Promote a positive attitude toward special needs students and services * Build teacher's self-confidence in serving problem students * Assist in conducting effective in-service training * Be a good problem-solver (identify, clarify, analyze, and evaluate) * Demonstrates good communication skills: Be a good listener; Relate information and ideas to others; Use non-verbal communication; Restate, paraphrase, and confront in a non-threatening manner * Be able to identify resource personnel available to teachers * Complies with directions and instructions from the supervisor and performs other tasks and assumes such responsibilities as assigned * Maintains positive and cooperative working relationships with colleagues and others in the conduct of district business and demonstrates teamwork in daily activities * Is prompt, timely, and thorough in completing assignments and attending to details accurately and efficiently * Meets attendance standards and complies with notification procedures for absences * Provides complete and accurate information in the conduct of district business * Conduct oneself in a professional, ethical manner, in accordance with generally accepted community standards; comply with TEA code of ethics * Demonstrate behavior that is professional, ethical, and responsible * Comply with district policies, as well as state and federal laws and regulations * Adhere to the district's safety policies and procedures * Maintain confidentiality in the conduct of district business * Must be able to perform the essential functions of interacting with students and/or district employees in the specific work site assigned * Demonstrate regular and prompt attendance * Other duties as assigned Attachments Aide - Adaptive Behavior Unit (ABU) (3) Download Attachment

CADDO PARISH SCHOOL JOB DESCRIPTION Job Title: Classroom Teacher Prepared By: Emily L. Stanford Approved By: Leisa G. Woolfolk AREA OF RESPONSIBILITY Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System's accountability measures as outlined in the Louisiana Accountability System. Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards, research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers are also responsible for the academic growth of their students. The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. Domain 1: Instruction This domain includes 12 indicators: Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher's ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways, this indicator is the foundation for all other indicators because if the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson. Motivating Students: This indicator focuses on a teacher's ability to organize and present the content in a manner that motivates students to learn. For a teacher to be able to develop these types of learning experiences, a teacher must have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students. Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher's ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator's descriptors. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will include effective lesson planning, educational best practices, and results-oriented delivery of instructional techniques. Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor "logical sequencing and segmenting" under Presenting Instructional Content. Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students. In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students. Questioning: Questioning is an art form that reveals a great deal about a teacher's effectiveness. The rubric descriptors provide a basic framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions. Academic Feedback: This indicator focuses on how teachers respond to students' comments and questions. The descriptors address the quality of the feedback in supporting student learning as opposed to feedback that only informs students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction. Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson and how they will be held accountable for the work they are expected to complete. Teacher Content Knowledge: This indicator addresses the teacher's knowledge of the content he/she is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher's ability to connect the content being taught to other ideas and concepts. Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students. Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including: * Analytical Thinking, * Practical Thinking, * Creative Thinking, * Research-based Thinking. The teacher should provide opportunities where students: * Generated ideas and alternatives, * Analyze problems from multiple perspectives and viewpoints, * Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. Problem Solving: Developing multiple skills in problem solving enriches the learner's ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to solving problems, the teacher empowers the student with an important life skill. Domain 2: Planning This domain includes 3 indicators: Instructional Plans: Time spent developing strong lesson plans yields many benefits. Lesson plans contribute to better-managed classrooms and more effective and efficient learning experiences for students. Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests, which should be aligned to state standards. Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, "What do I want my students to be able to do as a result of my teaching?" and "How do I know the students learned what I taught?" When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement. Domain 3: Environment This domain includes 4 indicators: Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations, he/she must have knowledge of the students he/she is teaching. Differentiated instruction methods that are demanding for every student and created opportunities for all students to experience success can only be implemented when a teacher's knowledge of students is developed and utilized during instruction. When a teacher sets high and demanding expectations for every student, he/she is also able to develop and/or select activities and materials that are challenging. The second descriptor connects to Motivating Students. When a teacher regularly reinforces and rewards efforts, students will be encouraged to learn from their mistakes and take risks. A teacher must be able to create a safe learning environment in which students' efforts are reinforced and valued in order for students to experience success. For a teacher to optimize instructional time, he/she must be able to implement lessons that include appropriate lesson structure and pacing for students who progress at different learning rates. Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Descriptors under Standards and Objectives and Presenting Instructional Content both address a teacher's modeling of clear expectations for students. While these indicators focus on instruction, expectations must also be clearly modeled for student behavior for effective instruction to occur that increases student achievement. For a teacher to manage student behavior efficiently, he/she must not only model the expectations but have knowledge of the students he/she is teaching. Teachers must be aware of and practice a variety of techniques to maintain appropriate behavior that are dependent upon having knowledge of individual student's needs. Teachers must also know students' interests in order to motivate them to change inappropriate behaviors. Therefore, this indicator is also connected to Motivating Students. Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. When supplies, equipment, and resources are easily and ready accessible, then the descriptor, "routines for distributing materials are efficient", under Lesson Structure and Pacing, can be met. Respectful Culture: Creating a positive-classroom climate begins with showing respect to one another. Teachers most often set this in motion when they develop a set of collaborative ground rules for their classrooms and then model these for students on a regular basis. Teacher non-verbal cues that indicate respect and interest are: * Tone of voice * Eye contact * Affirmative head nods * Wait time * Proximity to student Domain 4: Professionalism This domain includes 4 indicators: Growing and Developing Professionally: * The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested. * The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. * The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations. * The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. Reflecting on Teaching: * The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation. * The educator offers specific actions to improve his/ her teaching. * The educator accepts responsibilities contributing to school improvement. * The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions Community Involvement: * The educator actively supports school activities and events. School Responsibilities: * The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. OTHER PERFORMANCE RESPONSIBILITIES * Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives * Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra-curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school-related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times. * Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders * Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law * Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent-teacher conferences, back-to-school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable * Completes all mandates trainings such as Project Read, ACT 260 of 2023 Legislative Session * Attends incentivized and or required training * Appears neat, dresses appropriately for the profession, and is well-groomed * Maintains a high standard of professional conduct based on ethical practices * Accepts other responsibilities as required by the Principal or his/her designee as assigned PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. Terms of Employment: 172 days, or as stated in contract or employment agreement Reports to: School Principal and/or Assistant Principal or Assigned Evaluator

PRIMARY PURPOSE: Assist in the implementation of classroom programs including self-help, behavior management, and instruction programs. Work under general supervision of principal or certified teacher. Work with the special education teacher to provide for the physical and instructional needs of students with disabilities in a special education setting. QUALIFICATIONS: Education/Certification: Valid Texas educational aide certificate Preferred Associate's Degree, a minimum of 48 college hours, or pass equivalency test (Necessary for Highly Qualified Status) Certification in CPR, first aid and AED may be required (ex. PPCD) Special Knowledge/Skills: Ability to work well with children Ability to work with children of disabilities Ability to follow verbal and written instructions Patient and calm demeanor with students and others Ability to communicate effectively Basic academic skills Experience: One year experience working with children in an instructional setting preferred Schedule: 187-work day

Job Description Join Bailey Education Group, LLC, a forward-thinking organization dedicated to redefining education in Texas through innovative solutions. As a Contract English Language Arts/Literacy teacher Mentor/Consultant/Instructional Coach in the Tyler TX area, you will have the unique opportunity to make a significant impact on the lives of students with diverse learning needs. This onsite position offers the chance to collaborate with passionate educators and engage directly with the community, fostering a culture of excellence and teamwork. You will be at the forefront of transforming educational practices, supporting teachers to cultivate their skills and drive student success. Your expertise will be invaluable in creating tailored strategies that address challenges in special education. This role champions accountability and integrity, allowing you to thrive in a dynamic environment that values collaboration. Apply today to contribute to a mission that truly makes a difference in Louisiana's educational landscape! A little about Bailey Education Group, LLC Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized professional development and side-by-side teacher coaching, performed by certified instructional coaches with a deep understanding of state standards for Reading, Math, Science, and Social Studies. We also offer professional development and training for both in school and district leadership, special needs services, early childhood, technology, multi-tiered systems of support and many other areas. At Bailey Education Group, we have a proven track record in professional development programs and coaching services that is quantifiable. What would you do as a ELA/Literacy Teacher Mentor/Consultant/Instructional Coach? As a Contract ELA Teacher Mentor/Consultant/Instructional Coach with Bailey Education Group, LLC in the Tyler, TX area, you will engage in a variety of dynamic daily activities. Your day-to-day responsibilities will include observing and evaluating classroom instruction, providing constructive feedback to teachers, and facilitating professional development workshops to enhance instructional practices. Active participation in team meetings will be crucial for fostering a culture of teamwork and accountability. Additionally, you will analyze student performance data to assess progress and inform instructional decisions, ensuring that all students receive the highest quality of education. Your problem-solving skills will be put to use as you address specific challenges faced by teachers and students alike, promoting a customer-centric approach to education. Are you the ELA/Literacy Teacher Mentor/Consultant/Instructional Coach in the tyler, TEXAS area we're looking for? To excel as a Contract ELA Teacher Mentor/Consultant/Instructional Coach at Bailey Education Group, LLC in the Tyler area, several key skills and competencies are essential. A deep understanding of special education laws is crucial to ensure compliance and best practices in the educational environment. Your ability to analyze data will help you assess student needs and successes, guiding instructional decisions grounded in evidence-based practices. Additionally, problem-solving skills and an innovative mindset will empower you to tackle challenges creatively, while a commitment to accountability and integrity will ensure all students receive the support they deserve. At Bailey Education Group, we are committed to ensuring the safety and well-being of the students, educators, and communities we serve. To uphold this commitment, all consultants engaged with our organization will undergo comprehensive background checks as a standard requirement of their role. Additionally, consultants must comply with any specific background screening procedures or requirements mandated by the state(s) in which they will be providing services. This may include, but is not limited to, fingerprinting, child abuse registry checks, or other state-recommended verifications. These measures are vital to maintaining the trust of our clients and partners and align with our core values of honesty, collaboration, and service. Electronic signature of receipt- date and time stamped Job Posted by ApplicantPro

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