Teacher aide jobs in Smithfield, UT - 97 jobs

Job DescriptionDescription: TITLE: Education Paraprofessional - Teacher Assistant REPORTS TO: Education Director STATUS: Non-Exempt JOB SUMMARY: The LRA Paraprofessional (Para) assists fellow education staff in providing instructional and behavioral support to students. Each mentors students, participates in curriculum planning and implementation, and helps set the tone for a conducive learning environment. The Para effectively implements teacher-directed lesson plans, adheres to the positive behavior program, and supports various staff and students as needed. Work hours begin at 7:00am to 3:30pm on all instructional days in the dorm; getting the students up, working with them through morning routines and breakfast and escorting them to school on time with everyone smiling. Work hours may be subject to change as the census increases. The Para will follow the School Calendar, including attendance on teacher workdays. PERFORMANCE EXPECTATIONS 1. Presents with a Utah Paraprofessional Training Certificate or agrees to complete the certification process; agrees to complete LRA Mentor Training. 2. Demonstrates the ability to intervene and communicate appropriately with adolescents. 3. Delivers specific instructional and behavioral guidance and encouragement as required in IEPs, ISPs and BIPs. 4. Executes lesson plans provided by teachers; may substitute teach and tutor as assigned. 5. Implements and adheres to LRA's Positive Behavior Program, promoting a culture of respect and discipline. 6. Enforces classroom rules, BIP expectations and provides appropriate feedback to teachers regarding student work. 7. Holds students accountable for behavior in all locations while maintaining appropriate boundaries. 8. Responds promptly and attentively to direct requests or questions from students or other team members. 9. Listens carefully to students and team members, probing to clarify their specific needs or requests. 10. Fosters an inclusive and safe learning environment conducive to student learning and behaving. 11. Contributes relevant suggestions to teachers as they prepare their instructional lesson plans. 12. Works with teachers and other LRA personnel in preparing progress reports to referral sources and parents. 13. Assists students during Speech, Occupational Therapy, off-campus trips and other related services. 14. Complies with requests to work one-on-one with designated students as needed and when needed. CORE COMPETENCIES 1. Completes work thoroughly, promptly and efficiently; managing multiple tasks as necessary. 2. Analyzes successes and shortcomings, then problem-solves with determination and creativity. 3. Supports approved decisions, responsibly completing tasks with minimal supervision. 4. Holds self, fellow staff, and all students accountable for doing what is required; fulfilling commitments. 5. Makes well-informed decisions, consulting when necessary with others; implementing practical solutions. 6. Communicates collaboratively, acknowledging verbal requests, phone, text, and email messages quickly. 7. Reads and adheres to updated policies and procedures, promptly reporting violations to a supervisor. 8. Maintains confidentiality and models professionalism as a representative of LRA in all locations. 9. Follows all safety regulations and does not hesitate to suggest changes that might improve safety. 10. Pursues continuous professional growth in order to enhance both student and personal performance. 11. Demonstrates an understanding of the LRA Positive Behavior Plan by consistently using it with students. 12. Uses IEP, ISP and BIP objectives when planning instructional, recreation and residential activities. 13. Completes necessary documentation within times specified in policies and procedures. 14. Supports and promotes the LRA values of diversity, equity and inclusion for all staff and students. 15. Greets all visitors, parents and reviewers with a smile and the utmost respect. 16. Models ethical behavior when resolving misunderstandings, disagreements and conflicts. 17. Responds positively to a supervisor's reasonable request to perform other duties. Requirements: PAY RATE: $17.00/HR QUALIFICATIONS: a. High School Diploma/GED; Bachelor's degree preferred. b. Utah State Paraeducator Certificate required. c. Experience in working with adolescents. d. Knowledge of human behavior, social interactions, and psychology is beneficial. e. Strong oral and written communication skills f. Excellent interpersonal skills with staff and students. PHYSICAL DEMANDS: a. Trained and able to safely manage student behaviors when hands-on is required. b. Frequent and clear communication, both verbal and written, with team members and employees. c. Short periods of running. d. Possible physical restraining of escalated students Physically able to bend, stand, stoop, or sit for long periods of time. Lift and carry up to 50 lbs. Push / Pull up to 100 lbs. Possible restraining of escalated clients

This On Call Teacher Assistant position is part time, variable hours Mon-Friday. Rate of pay is $14.52 hourly. Eligible for SEP retirement plan after 13 months of employment. Must be proficient in speaking, reading, and writing in English. KEY FUNCTION: Under the general direction of the PHS Center Based Coordinator, direct supervision may be assigned according to program needs. The PHS Teacher Assistant will assist in providing high quality, individualized education to Head Start children in a developmentally appropriate environment. The Teacher Assistant will assist Head Start parents in helping their children develop social competency, positive self-esteem, and encourage peer involvement. The Teacher Assistant will assist in recruiting families and children to Head Start for the current school year and the upcoming year. RESPONSIBILITIES INCLUDE:  Assist in establishing and maintaining a safe, healthy, learning environment to prevent injuries, minimize hazards, and provide adequate supervision.  Assist in promoting good health and nutrition by planning activities that promote personal health and sound nutrition.  Use the learning environment and routines as a resource to construct an interesting and secure environment that encourages play, exploration and learning.  Help provide opportunities for physical and intellectual development by using developmentally appropriate equipment, activities, and incorporating differences in learning styles.  Assist in actively communicating with children and provide opportunities and support for children to acquire and understand verbal and nonverbal communication of thoughts and feelings.  Help provide opportunities that encourage children to play with sound, rhythm, space, materials, and language in individual ways and express their creative abilities.  Assist in supporting social and emotional development and provide positive guidance in which children can learn and practice appropriate and acceptable behavior.  Assist in maintaining an open, friendly, cooperative relationship with each child's family. Encourage family involvement and support the child's relationship with his/her family.  Assist in ensuring program responsiveness to participant's needs.  Maintain a commitment to professionalism.  Assist with making referrals and documentation of disabilities.  Assist in making decisions based on early childhood knowledge and best practices.  Help prepare weekly lesson plans and do other paperwork requested by supervisor.  Be responsible for CACFP paperwork and documentation.  Prepare, serve and clean-up meals and snacks as needed.  Be responsible for daily health and safety checklist.  Have an understanding of and an ability to maintain confidentiality.  Assist in making and documenting every effort to include both parents and significant male/female role model to the child in all aspects of Head Start (including, but not limited to home visits, parent involvement activities, meetings with teachers, etc.).  Assist in actively recruiting Head Start families for the current school year and the upcoming school year in the area assigned by the supervisor.  Arrive at least 30 minutes before class starts to assist with class preparation.  Other duties as assigned. SUPERVISION The Center Based Teacher is the immediate supervisor of the Teacher Assistant. QUALIFICATIONS: PERSONAL QUALITIES Attention to detail and able to complete required paperwork.  Understand new early childhood research and implement it in the classroom.  Be aware of multi-intelligences in children.  Ability to understand the economically disadvantaged and basic philosophy of the Head Start program.  Ability to work productively under stress.  Desire to help people find ways to succeed.  Proactive attitude.  Tenacity and stamina.  Integrity and strong ethical principles.  Good organizational skills.  Demonstrate ability to enjoy working with families of diverse backgrounds and a variety of cultures.  Demonstrate ability to be compassionate and patient while setting boundaries.  Demonstrate ability to be able to delegate and encourage leadership in others while facilitating teamwork.  Demonstrate ability to be innovative and resourceful. Need to have a sense of humor.  Must pass a background check.  Strong Computer Skills.  Must be able to lift 40 lbs.  Must be able to sit, kneel, and get up from the floor and small chairs frequently. EDUCATION AND EXPERIENCE  Preschool CDA preferred. Must be willing to obtain Preschool CDA within two years of hire.  Able to become CPR (adult, child, and infant) and First Aid certified, TB tested, free of communicable diseases, and obtain a Food Handler's Permit.  Bilingual English/Spanish speaking preferred. In some areas bilingual English/Spanish speaking is required.  If required, the ability to obtain a Commercial Driver's License (CDL) to drive the bus on field trips.  Experience with children required.  Head Start Volunteer preferred. All employment with Bear River Head Star t is contingent upon Policy Council approval, and successful results of a background check. All applicants must also pass a drug test prior to hire including working with children and families. Refusal to submit to testing will result in disqualification of further employment consideration

Do you love teaching the gospel of Jesus Christ? If so, this position could be for you! The Ogden area is searching for future full and part-time Seminary and Institute Teachers. Ideal candidates will have a love of youth and young adults coming from all walks of life. They will be individuals of high character and have a capacity to teach the gospel of Jesus Christ in a Christ centered, learner focused, and scripturally based way. We are looking for dedicated individuals who are effective administrators who can work well with parents and priesthood leaders as they strive to help the rising generation. This application is the first step in the process individuals must complete to be considered for employment in Seminaries and Institutes. The process consists of the following: 1. Complete the REL 471 Teaching Seminary Workshop. You can register for this class by going to myinstitute.churchofjesuschrist.org. If you have difficulty registering, please contact ********************************. As part of this class, you will participate and be evaluated in a peer-to-peer teaching experience. 2. Participate in a brief (3-4 days) teaching practicum local seminary. 3. Student Teach. Student teachers are selected from successful practicum participants. There are more practicum participants than there are student teacher openings in any given term. Student teachers are hired to teach one or two seminary classes in a local seminary. Student teachers are paid for teaching time, and for preparation and administrative time. The typical student teacher assignment is a 15-20 hour per week position. The student teacher experience can last from one semester/trimester up to a full high school academic year, and in some cases even longer. During this time, student teachers continue the training process and are assessed and evaluated throughout as they are considered for employment. Decisions about full-time employment are made by the administration of Seminaries and Institutes in Salt Lake City. Decisions about part-time employment are made by local S&I administrators and depend on current demand. There are always more student teachers than there are openings in any given year. LOCATION It is encouraged that if you live 90 miles from a Preservice Center that you apply and register for REL 471 offering remotely teachseminary.churchofjesuschrist.org or contact Eric Christensen at *************************************, or Andrea Southwick at **************************************** between February & August, or Jolene Davis at ******************************* between September & January for more information about the online process. Responsibilities Teach Effectively Teach students the doctrines and principles of the gospel as found in the scriptures and the words of the prophets. Teach in a way that leads to understanding and edification. Use approved curriculum and materials. Teach the number of classes recommended by policy in consultation with the area director. Seek to Develop Professionally Accept faculty assignments. Observe classroom teaching and provide helpful feedback to teachers. Strive for continual professional growth. Establish an Effective Working Relationships Provide useful information and respect the priesthood leader's time. Establish clear and consistent methods of communication. Enroll and Encourage Students Work closely with priesthood leaders in identifying and enrolling all potential students. Cultivate a learning environment of love, respect, and purpose in your classroom. Schedule Seminary instructors are expected to work the time necessary to accomplish their assigned teaching and administrative responsibilities. Full-time seminary instructors are not eligible for overtime. Full-time Workload Those in a trimester system should teach four of the five trimester classes each trimester. Those in the eight-period block system should teach six of the eight classes each semester. Those in a seven-period day should teach a minimum of six classes. When possible, the student to teacher ratio should be approximately 150-180 to one. It is recommended that there be no more than thirty-five students per class. Qualifications (Seminary) Bachelor's degree from an approved and accredited institution of higher learning, the successful completion of meticulous religious teacher training (preservice) and student teaching. (Institute) Master's degree from an approved and accredited institution of higher learning, the successful completion of meticulous religious teacher training (preservice) and student teaching Be a worthy and active member of the Church and hold a current temple recommend. Exhibit a testimony of the Savior and His restored gospel. Exemplify Church teachings regarding marriage and family life. Have and maintain a reputation of meeting financial commitments. Relate to and be able to manage a classroom of teenagers. Demonstrate outstanding scripture-teaching skills both face-to-face and online. Please Note: All positions are subject to close without notice. Find out more about the many benefits of Church Employment at *************************************** #S&ITeacher

Part-time Description Explore a Multifaceted Role: Center Aide Substitute Join our team and embrace a versatile position working under the guidance of our Education Specialist. You'll find excitement in the diversity of tasks that may lead you to multiple locations within our center. Your primary role includes providing support in the classroom, ensuring a safe playground environment, and fostering the health, safety, and school readiness of our young learners. Additionally, you'll have opportunities to contribute to transportation, kitchen operations, family services, and developmental specialties. Join our mission is to excel in the following key areas: Compliance Champion: Adherence to all supervision, safety, and health policies and procedures is paramount. Watchful Guardian: Actively supervise and engage with children, ensuring their safety and well-being, and working closely with teachers. Nurturer of Growth: Foster a supportive environment where children can develop and practice appropriate behaviors individually and in groups. Development Dynamo: Promote children's physical, social/emotional, cognitive, and language development through culturally and developmentally appropriate curriculum. Positivity Ambassador: Create a classroom environment defined by positive, warm, caring, and respectful interactions with children. Child Advocate: Demonstrate awareness of and responsiveness to children's emotional, physical, and educational needs, fostering freedom of expression and autonomy. Learning Enabler: Collaborate with teachers to engage children in activities and maintain a classroom that offers ongoing learning opportunities. Bilingual Promoter: Recognize bilingualism and biliteracy as strengths and encourage practices that support dual-language learners. Nature's Educator: Encourage learning through interaction with nature and the natural environment. Supporting Inclusivity: Assist in implementing suitable learning activities for children with IFSPs and IEPs. Linguistic Role Model: Set an example by using proper grammar, maintaining an appropriate voice level, and speaking clearly. Hygiene & Cleanliness Advocate: Support classroom sanitation and cleaning schedules. Nutrition & Safety Enforcer: Strictly adhering to CACFP (Child and Adult Care Food Program) rules, ensuring sanitation during mealtimes and following guidelines for family-style meal service. Feedback Recipient: Be open to feedback and act based on recommendations from supervisors and advisors, proactively seeking training or assistance when required. Caregiving Support: Comfortably and safely assist with physical caregiving tasks, including lifting children, changing diapers, feeding infants with bottles, and sitting on the floor during activities or circle time. Center's Backbone: Embrace additional responsibilities that contribute to the center's objectives. About Us: At Centro de la Familia, we are not just educators, we are dream builders. Our warm, vibrant environment is designed to cultivate curious minds, explore boundless possibilities, and create lasting memories. We believe that every child is a unique story waiting to be written, and we take pride in walking alongside families as trusted partners in early learning and development. Just as we nurture the potential of every child, we are deeply committed to supporting the growth and success of our staff. At Centro, you're more than an employee-your part of a mission-driven family that values your voice, your expertise, and your well-being. Why You'll Love Working with Us: Great Pay & Benefits - We offer strong compensation and comprehensive benefits to support your health and financial well-being. Professional Growth - Access to continuous training, certifications, and clear career development opportunities. Supportive Mentorship - Work alongside experienced mentors and coaches who are invested in your success. Work-Life Harmony - A positive, respectful workplace that values balance and healthy boundaries. Wellness & Inclusion - Thrive in a culture that prioritizes wellness, connection, and a strong sense of belonging. Recognition & Appreciation - Your dedication doesn't go unnoticed - we celebrate your contributions regularly. Who Are We: We are passionate about our work and the incredible children and families we have the privilege to support. We have been dedicated to Community and Family Engagement since 1975, have been operating Head Start Programs since 1991, and have experience managing programs in challenging, isolated, and underserved areas. Our curricula and programs are rooted in science, and we are committed to the professional growth of minority communities. Plus, our team includes bilingual and bicultural staff to ensure inclusive and culturally sensitive care. Requirements If you're looking to join our nurturing environment, here are the requirements: You must be at least 18 years old to embark on this journey. This entry-level position welcomes candidates with or without prior education or experience. What's most vital is your enthusiasm to work with children, including those with special needs and limited English proficiency. Physical demands entail extended periods of walking, standing, kneeling, crouching, as well as the ability to lift and move up to 50 pounds. You should also be comfortable sitting on the floor, crawling, running, and performing tasks associated with caring for children aged 0-5. Proficiency in both Spanish and English is a plus. While a high school diploma or GED is highly preferred, possessing a CDA (Childhood Development Associate) within the first six months or an AA in Early Childhood Education or a related field is even more advantageous. Be prepared to present current CPR, First Aid, and Food Handler's permits or acquire them within 30 days of hire. Salary Description $13.26 - $15.77 per hour

Assist Supervising teacher in working with young children This is a pooled position. Applicants are selected from the pool as positions become available. After a period of time, the pool will expire and applicants will be notified. Required Qualifications High School graduate Background check - cleared to work with children Preferred Qualifications Early Childhood course work Background Check? Yes Posting Detail Information Job Open Date 01/05/2026 Review Date 01/07/2026 Job Close Date 02/05/2026 Open Until Filled Quick Link for Direct Access to Posting ************************************ Notes to Applicant To apply, complete the online application and attach a resume. If you are hired, please keep in mind that you will need to complete the appropriate Payroll and HR documents prior to beginning work. The screening of applicants will begin immediately. Due to the Affordable Care Act (ACA), individuals who have worked in a salaried capacity for Weber State University are ineligible to be hired as an hourly or adjunct employee at Weber State for six months. Criminal Background check is required as a condition of employment. ADA Essential Job Function ADA Essential Job Function Physical Activity of this position Ascending or descending ladders, stairs, scaffolding, ramps, poles etc., using feet and legs and/or hands and arms. Agility is emphasized. Important if the amount and kind of climbing required exceeds that required for ordinary locomotion., Maintaining equilibrium to prevent falling. Walking, standing or crouching on narrow, slippery, or erratically moving surfaces. Amount of balancing exceeds that needed for ordinary locomotion and maintenance of body equilibrium. , Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles. , Bending legs at knee to come to a rest on knee or knees., Bending the body downward and forward by bending leg and spine. , Moving about on hands and knees or hands and feet. , Extending hand(s) and arm(s) in any direction., Standing. Particularly for sustained periods of time. , Moving about to accomplish tasks, particularly for long distances or moving from one work site to another., Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. , Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion. , Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles. , Operate, activate, use, prepare, inspect, place, detect, or position. , Grasping. Applying pressure to an object with the fingers and palm. , Feeling. Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips. , Expressing or exchanging ideas. Those activities in which they must convey detailed or important instructions to other workers accurately or quickly. , Ability to receive detailed information with or without assistance., Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers. Physical Requirements of this position Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or consistently to lift, carry, push, pull or otherwise move objects, including the human body. Sitting most of the time. Walking and standing o, Light work. Exerting up to 20 lbs of force occasionally and/or up to 10 lbs of force frequently and/or a negligible amount of force constantly to move objects. Use of arm and/or leg controls exerting forces greater than that for sedentary work. , Medium work. Exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Visual Acuity Requirements including color, depth perception and field of vision. Required to perform activities such as preparing and analyzing data and figures; transcribing; using a computer terminal; extensive reading., Required to have visual acuity to determine the accuracy, neatness, and thoroughness of the work assigned (i.e., custodial, food services,) or to make general observations of facilities or structures (i.e., security guard, inspection). The conditions the worker will be subject to in this position. None. The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).

OUR TEAM IS OUR BEST ASSET About West Liberty Foods West Liberty Foods manufactures hundreds of meat and poultry products that can be found in well-known grocery stores and top restaurant chains nationwide. Recognized as one of the top protein processors in North America, we have the capacity to produce over 650 million pounds of food products per year across our facilities. We are The Surprisingly Big Company , and we're right in your backyard. Build your career with West Liberty Foods and be a part of an exciting, collaborative team environment! We are currently hiring for: Job Title Daycare Teacher Job Summary: As a Daycare Teacher you will have the opportunity to work in a day care setting where you will contribute to a safe, fun, learning environment for the children of West Liberty Foods team members. The Daycare Teachers are responsible for the care and safety of all children. Teachers attend to the children's basic needs, organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling, and field trips. Teachers will also establish and enforce rules for behavior, and procedures for maintaining order, as well as prepare materials and classrooms for class activities. Wage Details: Minimum start $14.00 per hour, depending on experience. Job Responsibilities Teaching children, instructing, reading, singing, preschool activities, care for children's needs. Monitoring and observing children. Supervising activities and play. Ensuring safety of all children. Monitoring classrooms and environment for safety of all children. Discipline or redirect children as needed. Cleaning learning area. Cooking, prepping snacks and preparing bottles. Hygiene responsibilities may include changing diapers, changing soiled clothes, assisting with cleaning faces and hands. Assisting with bathroom needs. Communicating with parents and other team members. School run driver as needed. Prep for activities. Prepare bulletin boards. Other duties as assigned. Job Requirements High School Diploma or equivalent preferred. Must need to lift up to 50 pounds. Operating hours are 4:30 a.m. and 6 p.m. Monday thru Friday. Shifts will vary within that time frame. CPR, First Aid and Food Handlers certifications are preferred but are required after employed (WLF will provide the training to acquire these certifications after hiring date at no cost to the Daycare Teacher). Must be authorized to work in the United States. No sponsorships are available. Candidates must successfully pass post-offer/pre-employment drug test, criminal background screen. West Liberty Foods is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, or protected veteran status and will not be discriminated against on the basis of disability. West Liberty Foods is committed to providing all team members with predictable work schedules that accommodate the universal need to spend time away from work to rest, relax, and spend time with family and friends. However, as a food manufacturer, West Liberty Foods is responsible for producing perishable products. To help ensure that our food products meet the quality and safety standards our customers expect, team members may, at times, be asked or expected to work overtime, weekends, or holidays. West Liberty Foods remains committed to its overtime, weekend, and holiday pay policies, and will schedule team members for those hours on a volunteer-first basis, whenever possible. To be considered an applicant for this position, you must apply online on our careersite at *****************************

Looking for something new for the new year? Try substitute teaching! We are now hiring substitutes for the Cache County and Logan City school districts. Substitute teaching is an excellent opportunity to be a mentor and help students become the best versions of themselves. Substitute teachers are essential to ensuring students continue to learn and grow every day. **Substituting with Kelly Education:** Positively impact the education of children in the community with work that matters. Earn steady income through short- and long-term substitute positions. Build a work schedule that protects a healthy work/life balance and pick and choose from a variety of locations. **Substitute Teacher Responsibilities:** Assume duties of the classroom teacher in accordance with school district lesson plans, school rules, and Kelly policies. This includes: Leading instruction in the classroom by conducting the teacher's existing lesson plans covering various classroom topics and courses. Assigning Reasonable tasks and homework. Long term assignments may require developing lesson plans and creating, administering and grading tests and assignments. Building positive relationships with other teachers, school staff, and students. Creating a classroom environment that motivates students to learn, encourages classroom participation, and matches the education needs and interests of the students. Using various instructional techniques to adapt to different learning styles. **Minimum requirements:** Must have a high school diploma/GED or higher and be at least 20 years of age. Must have the ability to read, write and communicate in the English language fluently and effectively. **Perks our substitutes enjoy:** Free training and ongoing professional development to keep skills sharp Weekly pay (Proof of qualification required for payrates that are dependent on education level, certifications or licenses) ACA-compliant health plan and other health options available for purchase, which may include medical, dental, and vision Group insurance options* Free employee wellness program 401(K) Plan Paid Sick Leave dependent on state, county, or city requirements *Offered and administered by Enroll VB. These plans are not sponsored by Kelly. Learn more here: **************************************** **Next steps:** We are looking forward to hearing from you, so please apply here to connect with a recruiter, or contact us at ************. If you know someone who would make a phenomenal substitute, share this job! We are always looking for more role models interested in making a difference in their community. As part of our promise to talent, Kelly supports those who work with us through a variety of benefits, perks, and work-related resources. Kelly offers eligible employees voluntary benefit plans including medical, dental, vision, telemedicine, term life, whole life, accident insurance, critical illness, a legal plan, and short-term disability. As a Kelly employee, you will have access to a retirement savings plan, service bonus and holiday pay plans (earn up to eight paid holidays per benefit year), and a transit spending account. In addition, employees are entitled to earn paid sick leave under the applicable state or local plan. Click here (********************************************************************* for more information on benefits and perks that may be available to you as a member of the Kelly Talent Community. Why Kelly Education? Looking for meaningful work that enriches the lives of students? At Kelly Education, we connect passionate people with great jobs in schools all across the country. Whether you're looking to work a few days a week or every day, want to work in a teaching or non-teaching role-we'll connect you with flexible work you can feel good about. Even if you're new to the education field, our thorough training and orientation will prepare you to be successful. About Kelly Work changes everything. And at Kelly, we're obsessed with where it can take you. To us, it's about more than simply accepting your next job opportunity. It's the fuel that powers every next step of your life. It's the ripple effect that changes and improves everything for your family, your community, and the world. Which is why, here at Kelly, we are dedicated to providing you with limitless opportunities to enrich your life-just ask the 300,000 people we employ each year. Kelly is committed to providing equal employment opportunities to all qualified employees and applicants regardless of race, color, sex, sexual orientation, gender identity, religion, national origin, disability, veteran status, age, marital status, pregnancy, genetic information, or any other legally protected status, and we take affirmative action to recruit, employ, and advance qualified individuals with disabilities and protected veterans in the workforce. Requests for accommodation related to our application process can be directed to the Kelly Human Resource Knowledge Center. Kelly complies with the requirements of California's state and local Fair Chance laws. A conviction does not automatically bar individuals from employment. Kelly participates in E-Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S. Kelly Services is proud to be an Equal Employment Opportunity and Affirmative Action employer. We welcome, value, and embrace diversity at all levels and are committed to building a team that is inclusive of a variety of backgrounds, communities, perspectives, and abilities. At Kelly, we believe that the more inclusive we are, the better services we can provide. Requests for accommodation related to our application process can be directed to Kelly's Human Resource Knowledge Center. Kelly complies with the requirements of California's state and local Fair Chance laws. A conviction does not automatically bar individuals from employment.

Job Description Are you passionate about early childhood education and looking for flexible work in a professional Montessori environment? [Your School Name] is seeking reliable, on-call substitute teachers to support our classrooms serving children from birth to six years old. About the Position: This is an on-call position; hours are not guaranteed but may be scheduled in advance for PTO coverage. Shifts are available Monday through Friday between 7:00 AM and 6:00 PM. Substitute teachers must be able to step into any classroom and effectively support the learning environment with minimal direction. While training will be provided, candidates must have a general understanding of classroom dynamics and child development. What We're Looking For: Experience working with young children in a classroom or childcare setting. Ability to adapt quickly and provide a nurturing, respectful environment. Basic knowledge of Montessori principles is preferred, but a respectful and kind approach to children is required. Professionalism in demeanor, communication, and reliability-our school serves a high-end clientele, and we expect staff to uphold our standards. Flexibility to accept or decline shifts as needed, but commitment to follow through once a shift is accepted. Why Join Us? Opportunity for future full-time employment. Gain experience in a Montessori environment with hands-on training. Work with a team that values professionalism, respect, and a child-centered approach. If you are a dedicated and adaptable educator who values high-quality early childhood education, we'd love to hear from you!

The Up to 3 program is seeking a part-time employee to assist with classroom activities, setup, cleanup, and overall classroom functioning for children under three with disabilities. Applicants must be available on Mondays and Wednesdays from 11:30 AM to 2:30 PM year-round. The work location will be in Logan, Utah. On-Campus ACA Variable Hours US Work Authorization is required. Responsibilities The candidate will assist with classroom activities, setup, cleanup, and overall classroom functioning for children under the age of three with disabilities. Qualifications Minimum Qualifications Experience with young children. Effective listener and communicator. Dependable. Follows classroom procedures and instructions. Able to maintain strict confidentiality. Cultural awareness and the ability to build positive relationships with individuals from a variety of backgrounds. Willingness to learn new skills or techniques. Preferred Qualifications Experience with young children with disabilities. Required Documents Along with the online application, please attach: Resume to be uploaded at the beginning of your application in the Candidate Profile under “Resume/CV”. School schedule to be uploaded at the beginning of your application in the Candidate Profile under “Documents 1-10” (only for students currently enrolled in classes). Contact information for three professional references to be provided in the Candidate Profile at the beginning of your application. **Document size may not exceed 10 MB.** Advertised Salary $15.00 per hour ADA The environment and physical requirements may change depending on the specific function of the work each department performs. Incumbents may be in both indoor and outdoor environments. Indoors, in an office space, event space, or public space are protected from weather conditions, but not necessarily from temperature changes. Incumbents may nearly continuously sit and often use repetitive hand motion (such as typing). College/Department Highlights The Institute for Disability Research, Policy & Practice (IDRPP) is Utah's federally designated University Center for Excellence in Developmental Disabilities (UCEDD). The IDRPP opened its doors in 1972 and was the first UCEDD program in the U.S. to focus on the educational and social needs of children and adults with disabilities. Over the past 50 years the IDRPP has grown into one of the largest UCEDD programs in the nation and is recognized as a pioneer in research, training, technical assistance, and services for children and adults with disabilities, their families, and the professionals who serve them. The IDRPP is committed to hiring people with disabilities, veterans, and diverse individuals from all communities and backgrounds. We value visible and invisible differences, and we recognize that diversity makes us stronger. We welcome applicants who bring something different and unique to our organization. We value creativity, loyalty, and hard work. We believe that we can change the world and make it a better, more inclusive place for everyone, and we want to hire people who also believe that they can make a difference. Mission: We are working together to create inclusive communities and improve the lives of children and adults with disabilities and their families through sustainable innovation, collaborative research, responsive service, and interdisciplinary training and education. Values: We Innovate: We lead by developing dynamic, sustainable, forward-thinking programs and services. We Include: We demonstrate how to effectively work toward inclusive communities in our planning, programs, and services. We celebrate diversity in ability, race, ethnicity, culture, language, gender, sexual orientation, politics, and religion. We Collaborate: We forge partnerships. Working together makes us more effective and responsive to the current needs of our clients and communities. We Care: We do what we do because we care. We are making the world a better place for people with disabilities and their families. Funding Statement The Institute for Disability Research, Policy, & Practice is one of the largest research and outreach centers at USU, and we are largely funded through grants, contracts, and fee-for-service programs. All staff positions at the IDRPP are contingent upon funding, and all senior staff at the IDRPP with graduate degrees are responsible for helping to generate funding to support our operations and growth. College Highlights The Emma Eccles Jones College of Education and Human Services is home to eight departments and is committed to providing the best learning opportunities and educational research in the state of Utah. Our programs are strengthened by an on-campus elementary laboratory school and five stand-alone centers, including the Sorenson Legacy Foundation Center for Clinical Excellence. The college offers clinical services to the community across the human lifespan and provides students with real-world service and research opportunities. University Highlights Founded in 1888, Utah State University is Utah's premier land-grant, public service university. As an R1 research institution, Utah State is dedicated to advancing knowledge and serving the public good through innovative research and scholarly activities that are grounded in reciprocal engagement with local, regional, and global communities. USU prepares students to be active, civically engaged leaders who are prepared to address critical societal challenges. Dedicated to providing a high-quality and affordable education, USU remains a leader in research, discovery, and public impact. USU enrolls over 29,800 students, both online and in person at locations throughout the state. Utah State's 30 locations include a main campus in Logan, Utah, residential campuses in Price and Blanding, and six additional statewide campuses, along with education centers serving every county. USU educates students from all 50 states and more than 80 countries. For over 100 years, USU Extension has served and engaged Utahns, serving every county in the state. Competing at the NCAA Division I level, USU is a proud member of the Mountain West Conference and will join the Pac-12 Conference beginning in the 2026-2027 season. The Aggies' long-standing tradition of athletic and academic excellence is exemplified by recent Mountain West regular-season and tournament championships in women's volleyball, three consecutive Mountain West tournament titles in women's soccer conference championships, and a first-ever conference championship for gymnastics, reflecting USU's commitment to perseverance and achievement. Utah State is dedicated to fostering a community where all individuals feel respected, valued, and supported and where diversity of thought and culture are cultivated. We seek to recruit, hire, and retain people from all walks of life who will champion excellence in education, research, discovery, outreach, and service. We believe that promoting a strong sense of community and belonging empowers and engages all members of USU to thrive and be successful. Forbes recognized our commitment to employees when they named Utah State the best employer in Utah in 2023. Learn more about USU. The university provides a Dual Career Assistance Program to support careers for partners who are also seeking employment. Additionally, USU is committed to providing access and a reasonable accommodation for individuals with disabilities. To request a reasonable accommodation for a disability, contact the university's ADA Coordinator in the Office of Human Resources at ************** or **********. *updated 12/2025 Notice of Non-discrimination In its programs and activities, including in admissions and employment, Utah State University does not discriminate or tolerate discrimination, including harassment, based on race, color, religion, sex, national origin, age, genetic information, sexual orientation, gender identity, disability, status as a protected veteran, or any other status protected by University policy, Title IX, or any other federal, state, or local law. Utah State University is an equal opportunity employer and does not discriminate or tolerate discrimination including harassment in employment including in hiring, promotion, transfer, or termination based on race, color, religion, sex, national origin, age, genetic information, sexual orientation, gender identity, disability, status as a protected veteran, or any other status protected by University policy or any other federal, state, or local law. Utah State University does not discriminate in its housing offerings and will treat all persons fairly and equally without regard to race, color, religion, sex, familial status, disability, national origin, source of income, sexual orientation, or gender identity. Additionally, the University endeavors to provide reasonable accommodations when necessary and to ensure equal access to qualified persons with disabilities. In all circumstances, Utah State University follows state and federal laws related to sex-segregated spaces. The following individuals have been designated to handle inquiries regarding the application of Title IX and its implementing regulations and/or USU's non-discrimination policies: Matthew Pinner Executive Director Civil Rights & Title IX Office ********************** ************ | Old Main Rm. 401D 1400 Old Main Hill, Logan, UT 84322 Cody Carmichael Title IX Coordinator *********************** ************ | Old Main Rm. 402D 1400 Old Main Hill, Logan, UT 84322 For further information regarding non-discrimination, please visit crtix.usu.edu or contact: U.S. Department of Education Denver Regional Office ************| ***************** U.S. Department of Education Office of Assistant Secretary for Civil Rights ************ | ********** *updated 06/2025

Applicants must be authorized to work in the United States. All employees are expected to maintain a permanent residence within the State of Utah as a condition of employment. New employees must provide a valid Utah residential address within 30 days of their start date.

Job Description Qualifications High School diploma required; post-secondary training or Bridgerland certificate for appropriate program preferred. Proficiency in the use of equipment as it relates to the content area. Must be proficient in Adobe Photoshop, Adobe InDesign, Adobe Illustrator, Homestyler, AutoCAD, SketchUp Pro, and Revit. Job Summary Work for faculty when they are unavailable. Assist department faculty in a variety of learning environments and activities. Essential Duties The following examples of duties illustrate the general range of tasks assigned to the position but are not intended to define the limits of required duties. Other essential duties may be assigned consistent with the general scope of this position. Assist students with curriculum questions and needs Present organized learning opportunities in accordance with approved course outlines Communicate effectively with students and staff and maintain discipline in all school settings Maintain accountability of students in classrooms and office areas Adapt equipment and materials to specific learning objectives set by faculty Assume responsibility for the orderliness of the learning environment Ensure the safe use of instructional facilities and equipment Perform grading and redlining construction documents proficiently Job Posted by ApplicantPro

Classification Title: Staff Assistant II Title: Special Education Functional Skills Staff Assistant Calendar: A1, School Days ESP Salary Schedule: Range 30 Step 1 Hours: 5.5/Day 27.5/Week General Purpose Responsible for assisting teachers with tutoring of individual students; tutoring students in small groups to give additional reinforcement on subjects already taught and discussed; and assisting teachers in administering tests to individual students. Main Tasks and Responsibilities Instruct children in small groups, and/or tutor individual students in reading, math, writing, music, etc., as assigned by the Special Education Teacher. Rotate groups periodically during the school day with teachers and other staff assistants. May be required to assist students with his/her physical needs, such as feeding , diapering, toileting, pushing wheelchairs, lifting on and off bus, etc. Assist in maintaining classroom calendars, bulletin boards, and other room arrangements. (Elementary) Provide reinforcement as prescribed by the Special Education Teacher or by the Speech Therapist. Assist regular education teachers and special education students in mainstreaming (when special education students mainstreamed into regular education classrooms). Record data on individual student performance; and input student information on the computer. May instruct and coach students in life skills. May take children out in the community to participate. Assist in preparing lesson plans, under the direction of the Special Education Teacher. Use a data sheet to record progress of students on classroom simulations (money, shopping, banking, etc.). Provides prescribed behavioral support. Record engaged time for students. May assist students in traveling to job sites; learn required job tasks and instruct the student. Also observes student's job performance. (Secondary) Instruct severely disabled students in reading, math, spelling, etc. and record student's answers to assignment problems. Monitor life support equipment; keep detailed records on suctioning, ventilation settings, number of days students are absent, etc. Administer medication to the student as required. Apply behavior modification techniques to assist students in learning. May be trained on life support equipment, suctioning, catheterization, etc. Follow the lesson plan outlined by the Speech Therapist, according to the student's individualized educational plan; drill individual students on words, phrases, specific sounds, etc. May work with both regular education and special education students. Conduct exercises with individual students or small groups of students to reinforce speech training. Record student activities for use by the Speech Therapist; documents progress of students. Prepare materials to supplement Therapist's assigned activities; make own files to refer to student's progress. May team-teach elementary school students in the classroom in language skills and listening comprehension. May be required to conduct language lessons for the entire class independently. Locate and request Special Education Files/Records. Put together and organize Special Education Files before delivering them to applicable teachers and schools. Maintain the Inactive File Database for Special Education Files until a student turns 27 years old. Complete data entry for Home and Hospital Database. Answer phones, send and reply to emails and faxes, and make copies of Special Education Records for Social Security Claims. Make copies and scans of Special Education Records prior to Priority mailing them to Educational Institutions requesting Special Education Records. Education and Experience High School Diploma or equivalent Six (6) months of related experience Knowledge and skill in understanding and using alphabetical and numerical systems, in organizing and maintaining catalog systems, and in handling finances Working Conditions and Physical Requirements The job occasionally requires light physical exertion including walking, standing, motor vehicle operation and other forms of light physical activity. The job occasionally requires a moderate level of physical exertion such as handling medium weight materials (11-50 pounds), extensive standing, walking, crawling, bending, stooping or climbing, or assisting special education students with their physical needs. Work is carried out in an agreeable environment as generally represented by normal office conditions and little or no unpleasant elements. Work is occasionally carried out in mildly disagreeable conditions. Work involves exposure to unpleasant elements such as noise, ventilation, crowded nature of work, exposure to outside weather conditions, pressures related to sensitive situations, sitting;/standing in one position for an extended period of time, etc., that yield a perceptible level of discomfort. Typically involves contact with students, parents, teachers, principal, assistant principal and/or other staff members.

This role helps students learn the restored gospel of Jesus Christ. This is a temporary position that is responsible for instructing classes to youth. This position will include lesson preparation, effective lesson presentation, and may be responsible for teaching more than one class as needed. This position works under the direction of a program administrator. The person in this role should have a basic understanding in teaching, learning, and working with youth. The work of the person in this role helps youth and young adults deepen their conversion to Jesus Christ and His restored gospel, qualify for the blessings of the temple, and prepare themselves, their families, and others for eternal life with their Father in Heaven. This is an entry level position. • High School Diploma. • Demonstrated ability to teach, motivate and coach students in developing gospel knowledge and testimonies. • Has a competent ability to use a wide variety of skills and techniques to manage a classroom. • Possesses good communication skills and self-awareness of how communication impacts others. • Works well with youth and can display genuine empathy towards individuals with a commitment to understanding their challenges. • Has a basic ability to build constructive working relationships characterized by a high level of integrity, acceptance, cooperation, and mutual respect. • Exhibits humility, meekness, and purposeful collaboration with colleagues and peers. • Displays an ongoing commitment to learning and self-improvement; a willingness to receive feedback and strives to acquire new knowledge and skills. • Possess a general understanding of how to support students with disabilities, which may include physical, learning, behavioral, emotional, and/or mental health challenges. • Aligns with the direction and policies of the Church Board of Education and S&I leadership. • Basic knowledge on how to use the Microsoft Office Suite. • Able to use standard office equipment. • The seminary teacher is expected to meet the S&I conditions of employment. • To successfully perform the essential functions of the job this position frequently communicates with students who have inquiries on various topics. Must be able to exchange accurate information in these situations. The person in this position needs to occasionally move about inside the classroom. • A substitute teacher works in partnership with a program administrator to learn the gospel • Effectively prepare and present lessons to students • Assist students to fulfill their role in the learning process • Teach in the Savior's Way by focusing on Jesus Christ, loving those you teach, teaching by the Spirit, teaching the Doctrine, and inviting diligent learning. • Create learning experiences of the restored gospel-centered on Jesus Christ, focused on your students, and rooted in the word of God. • Participate in regular training opportunities to improve your job performance and career development. • Seek for, receive, and act on feedback through student surveys, self-evaluations, and observations from your leaders. • Other duties as assigned

Required Qualifications Must be a WSU student. Fluent in Spanish and in English (writing and speaking) Expertise in writing or computer science or entrepreneurship Good listening, communication, and interpersonal skills. A strong working knowledge of the subject matter you will be tutoring. Preferred Qualifications Ability to tutor many different courses in your selected subject area.

This role helps students learn the restored gospel of Jesus Christ. This is a temporary position that is responsible for instructing classes to youth. This position will include lesson preparation, effective lesson presentation, and may be responsible for teaching more than one class as needed. This position works under the direction of a program administrator. The person in this role should have a basic understanding in teaching, learning, and working with youth. The work of the person in this role helps youth and young adults deepen their conversion to Jesus Christ and His restored gospel, qualify for the blessings of the temple, and prepare themselves, their families, and others for eternal life with their Father in Heaven. This is an entry level position. • High School Diploma. • Demonstrated ability to teach, motivate and coach students in developing gospel knowledge and testimonies. • Has a competent ability to use a wide variety of skills and techniques to manage a classroom. • Possesses good communication skills and self-awareness of how communication impacts others. • Works well with youth and can display genuine empathy towards individuals with a commitment to understanding their challenges. • Has a basic ability to build constructive working relationships characterized by a high level of integrity, acceptance, cooperation, and mutual respect. • Exhibits humility, meekness, and purposeful collaboration with colleagues and peers. • Displays an ongoing commitment to learning and self-improvement; a willingness to receive feedback and strives to acquire new knowledge and skills. • Possess a general understanding of how to support students with disabilities, which may include physical, learning, behavioral, emotional, and/or mental health challenges. • Aligns with the direction and policies of the Church Board of Education and S&I leadership. • Basic knowledge on how to use the Microsoft Office Suite. • Able to use standard office equipment. • The seminary teacher is expected to meet the S&I conditions of employment. • To successfully perform the essential functions of the job this position frequently communicates with students who have inquiries on various topics. Must be able to exchange accurate information in these situations. The person in this position needs to occasionally move about inside the classroom. • A substitute teacher works in partnership with a program administrator to learn the gospel • Effectively prepare and present lessons to students • Assist students to fulfill their role in the learning process • Teach in the Savior's Way by focusing on Jesus Christ, loving those you teach, teaching by the Spirit, teaching the Doctrine, and inviting diligent learning. • Create learning experiences of the restored gospel-centered on Jesus Christ, focused on your students, and rooted in the word of God. • Participate in regular training opportunities to improve your job performance and career development. • Seek for, receive, and act on feedback through student surveys, self-evaluations, and observations from your leaders. • Other duties as assigned

This position supports the work of the Y, a leading nonprofit, charitable organization committed to strengthening community through youth development, healthy living and social responsibility. The substitute is responsible for creating a culture of Achievement, Relationships, and Belonging for every youth within our programs. The substitute will help manage the day-to-day tasks of the afterschool program, by providing students enrolled with supervised care and activities by following the direction and leadership of the on-site coordinator. The program run 2:30pm-6:00pm Monday through Friday. PRIMARY LOCATION: Weber This job announcement is not intended to be inclusive of all functions, responsibilities and qualifications associated with the position, however, representative of the essential job functions and typical criteria considered necessary to successfully perform the position. Responsibilities Work as an in-ratio staff member at the YMCA Weber/Davis afterschool locations. Provide supervision of youth, ensure a child is never left alone. Ensure the safety of participants by setting and enforcing classroom expectations. Follow all childcare licensing guidelines. Promote the after-school cultures of belonging, relationship, and achievement. Praise student accomplishments. Support literacy and homework in the assistant center during success hour. Work with the site coordinator to ensure all materials are set-up for the day's lessons. Assist the site coordinator in planning family engagement activities, field trips and fun Fridays. Assist the site coordinator in ensuring the classroom space is cleaned and closed at the end of the program. *This is not an exhaustive list of job duties. Other duties, responsibilities and activities may be assigned. Qualifications 16 years of age or older. High school graduate or equivalent. Interest in working with youth. Must Obtain Food Handlers Permit within 30 days of hire. 6 months experience working with behavior management of youth in larger groups preferred but not required. Must be able to obtain and become certified in First Aid, CPR and Food Handlers within 30 days of hire. Ability to pass a background check and obtain fingerprint clearance within 10 days of hire. Must Complete Department of Child Care Licensing fingerprinting and background check. Proven track record of developing authentic and deepened relationships with others. Experience with diverse populations, including speaking any language in addition to English, preferred. Benefits Staff working 15 hours+ per week 100% off Childcare programming* Employee & Employer Retirement Contribution Options Professional Development Assistance Staff working less than 15 hours per week: 50% off Childcare programming* Employee & Employer Retirement Contribution Options Professional Development Assistance *Limitations and restrictions apply to some programs. OUR YMCA CULTURE: Our mission and core values are brought to life by our culture. In the Y, we strive to live our cause of strengthening communities with purpose and intentionality every day. We are welcoming: we are open to all. We are a place where you can belong and become. We are genuine: we value you and embrace your individuality. We are hopeful: we believe in you and your potential to become a catalyst in the world. We are nurturing: we support you in your journey to develop your full potential. We are determined: above all else, we are on a relentless quest to make our community stronger beginning with you. Posted Salary Range USD $13.00 - USD $16.25 /Hr.

Part-time Description TITLE: Education Paraprofessional - Teacher Assistant REPORTS TO: Education Director STATUS: Non-Exempt JOB SUMMARY: The LRA Paraprofessional (Para) assists fellow education staff in providing instructional and behavioral support to students. Each mentors students, participates in curriculum planning and implementation, and helps set the tone for a conducive learning environment. The Para effectively implements teacher-directed lesson plans, adheres to the positive behavior program, and supports various staff and students as needed. Work hours begin at 7:00am to 3:30pm on all instructional days in the dorm; getting the students up, working with them through morning routines and breakfast and escorting them to school on time with everyone smiling. Work hours may be subject to change as the census increases. The Para will follow the School Calendar, including attendance on teacher workdays. PERFORMANCE EXPECTATIONS 1. Presents with a Utah Paraprofessional Training Certificate or agrees to complete the certification process; agrees to complete LRA Mentor Training. 2. Demonstrates the ability to intervene and communicate appropriately with adolescents. 3. Delivers specific instructional and behavioral guidance and encouragement as required in IEPs, ISPs and BIPs. 4. Executes lesson plans provided by teachers; may substitute teach and tutor as assigned. 5. Implements and adheres to LRA's Positive Behavior Program, promoting a culture of respect and discipline. 6. Enforces classroom rules, BIP expectations and provides appropriate feedback to teachers regarding student work. 7. Holds students accountable for behavior in all locations while maintaining appropriate boundaries. 8. Responds promptly and attentively to direct requests or questions from students or other team members. 9. Listens carefully to students and team members, probing to clarify their specific needs or requests. 10. Fosters an inclusive and safe learning environment conducive to student learning and behaving. 11. Contributes relevant suggestions to teachers as they prepare their instructional lesson plans. 12. Works with teachers and other LRA personnel in preparing progress reports to referral sources and parents. 13. Assists students during Speech, Occupational Therapy, off-campus trips and other related services. 14. Complies with requests to work one-on-one with designated students as needed and when needed. CORE COMPETENCIES 1. Completes work thoroughly, promptly and efficiently; managing multiple tasks as necessary. 2. Analyzes successes and shortcomings, then problem-solves with determination and creativity. 3. Supports approved decisions, responsibly completing tasks with minimal supervision. 4. Holds self, fellow staff, and all students accountable for doing what is required; fulfilling commitments. 5. Makes well-informed decisions, consulting when necessary with others; implementing practical solutions. 6. Communicates collaboratively, acknowledging verbal requests, phone, text, and email messages quickly. 7. Reads and adheres to updated policies and procedures, promptly reporting violations to a supervisor. 8. Maintains confidentiality and models professionalism as a representative of LRA in all locations. 9. Follows all safety regulations and does not hesitate to suggest changes that might improve safety. 10. Pursues continuous professional growth in order to enhance both student and personal performance. 11. Demonstrates an understanding of the LRA Positive Behavior Plan by consistently using it with students. 12. Uses IEP, ISP and BIP objectives when planning instructional, recreation and residential activities. 13. Completes necessary documentation within times specified in policies and procedures. 14. Supports and promotes the LRA values of diversity, equity and inclusion for all staff and students. 15. Greets all visitors, parents and reviewers with a smile and the utmost respect. 16. Models ethical behavior when resolving misunderstandings, disagreements and conflicts. 17. Responds positively to a supervisor's reasonable request to perform other duties. Requirements PAY RATE: $17.00/HR QUALIFICATIONS: a. High School Diploma/GED; Bachelor's degree preferred. b. Utah State Paraeducator Certificate required. c. Experience in working with adolescents. d. Knowledge of human behavior, social interactions, and psychology is beneficial. e. Strong oral and written communication skills f. Excellent interpersonal skills with staff and students. PHYSICAL DEMANDS: a. Trained and able to safely manage student behaviors when hands-on is required. b. Frequent and clear communication, both verbal and written, with team members and employees. c. Short periods of running. d. Possible physical restraining of escalated students Physically able to bend, stand, stoop, or sit for long periods of time. Lift and carry up to 50 lbs. Push / Pull up to 100 lbs. Possible restraining of escalated clients

A position has been declared open in the Weber School District for a Behavior Aide. This position is for 5.75 hours per day, 180 days (9 months) per year, and is compensated according to Lane 4(B) of the Paraprofessionals Salary Schedule. Applicants shall apply at wsd.schoolspring.com. Files will be reviewed before interviews are scheduled. THIS POSITION WILL REMAIN OPEN UNTIL FILLED, AFTER A MINIMUM OF 5 WORKING DAYS. Purpose Statement/Job Overview: This position assists school personnel under the direction of the building administrator, or designee (Title I Teacher Leader or School Counselor), in instructional and non-instructional activities for students who are exhibiting behavioral challenges. This position implements and monitors intervention for students, supports the development and implements classroom supports, and models techniques for staff in teaching positive student behavior. Primary duties include (but are not limited to) engaging in the following activities with support and direction: Utilize safe and appropriate procedures when managing students with challenging behavior Interpret and implement written behavior plans, Utilize and model the implementation of positive behavior supports with students Observes, collects data, and analyzes existing classroom conditions in order to assist with behavior plan strategies and implementation to provide input on student needs. Collect data regarding student behaviors and support appropriate instructional modifications to develop responsible thinking and decision-making skills in students. Adapts classroom work under the direction of the teacher for the purpose of providing a method to support and/or reinforce lesson plans. Provides behavior skills instruction and reteaching under the direction of the school administrator, or designee, in one-on-one, small group or whole group situations Develop and maintain effective working relationships with multiple school teams Support inclusion in general education classrooms Communicate effectively verbally and in writing Collaborate with administration, counselors, teachers and other school personnel, Must be able to adapt to changing work priorities; displaying tact and courtesy; meeting deadlines and schedules; setting priorities; being attentive to detail; and working with detailed information/data. Relate to all students in a positive and confident manner Monitor student behavior and make quick, effective decisions as needed for safety purposes Participate in a direct service or consultative role in crisis situations Maintain flexibility, such as changes in staff or individual student programs Work independently with minimal supervision Exercise good judgment and maintain confidentiality Comply with school board policies and follow administrative procedures, including attendance, leave and evaluations Improve professional competence through professional development at the school and district level. Participate in meetings at both school and district levels, including monthly behavior training meetings Perform moderate to extensive physical activity including frequent standing or walking. Duties as otherwise assigned by the building administrator for the benefit of students Basic Physical Requirements: Must be able to assume and maintain a variety of postures (kneeling, squatting, bending, standing, and sitting in student-size chairs) for extended periods of time Must be able to move from sitting on floor to standing position repeatedly Must be able to utilize quick body movements to maintain safety and implement student behavior plans Must be able to provide own transportation to various school settings with reimbursement provided as applicable Basic Qualifications: High school diploma or equivalent required Previous experience working with students preferred WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER

The On Call Teacher Assistant position is a Part time position, with variable hours, 12 months a year. Not eligible for Medical Benefits. KEY FUNCTION: Under the general direction of the PHS Center Based Coordinator, direct supervision may be assigned according to program needs. The PHS Teacher Assistant will assist in providing high quality, individualized education to Head Start children in a developmentally appropriate environment. The Teacher Assistant will assist Head Start parents in helping their children develop social competency, positive self-esteem, and encourage peer involvement. The Teacher Assistant will assist in recruiting families and children to Head Start for the current school year and the upcoming year. RESPONSIBILITIES INCLUDE: Assist in establishing and maintaining a safe, healthy, learning environment to prevent injuries, minimize hazards, and provide adequate supervision. Assist in promoting good health and nutrition by planning activities that promote personal health and sound nutrition. Use the learning environment and routines as a resource to construct an interesting and secure environment that encourages play, exploration and learning. All employment with Bear River Head Start is contingent upon Policy Council approval, and successful results of a background check. All applicants must also pass a drug test prior to hire including working with children and families. Refusal to submit to testing will result in disqualification of further employment consideration. Help provide opportunities for physical and intellectual development by using developmentally appropriate equipment, activities, and incorporating differences in learning styles. Assist in actively communicating with children and provide opportunities and support for children to acquire and understand verbal and nonverbal communication of thoughts and feelings. Help provide opportunities that encourage children to play with sound, rhythm, space, materials, and language in individual ways and express their creative abilities. Assist in supporting social and emotional development and provide positive guidance in which children can learn and practice appropriate and acceptable behavior. Assist in maintaining an open, friendly, cooperative relationship with each child's family. Encourage family involvement and support the child's relationship with his/her family. Assist in ensuring program responsiveness to participant's needs. Maintain a commitment to professionalism. Assist with making referrals and documentation of disabilities. Assist in making decisions based on early childhood knowledge and best practices. Help prepare weekly lesson plans and do other paperwork requested by supervisor. Be responsible for CACFP paperwork and documentation. Prepare, serve and clean-up meals and snacks as needed. Be responsible for daily health and safety checklist. Have an understanding of and an ability to maintain confidentiality. Assist in making and documenting every effort to include both parents and significant male/female role model to the child in all aspects of Head Start (including, but not limited to home visits, parent involvement activities, meetings with teachers, etc.). Assist in actively recruiting Head Start families for the current school year and the upcoming school year in the area assigned by the supervisor. Arrive at least 30 minutes before class starts to assist with class preparation. Other duties as assigned. SUPERVISION The Center Based Manager is the immediate supervisor of the Teacher Assistant. QUALIFICATIONS: PERSONAL QUALITIES Attention to detail and able to complete required paperwork. Understand new early childhood research and implement it in the classroom. Be aware of multi-intelligences in children. Ability to understand the economically disadvantaged and basic philosophy of the Head Start program. Ability to work productively under stress. Desire to help people find ways to succeed. Proactive attitude. Tenacity and stamina. Integrity and strong ethical principles. Good organizational skills. Demonstrate ability to enjoy working with families of diverse backgrounds and a variety of cultures. Demonstrate ability to be compassionate and patient while setting boundaries. Demonstrate ability to be able to delegate and encourage leadership in others while facilitating teamwork. Demonstrate ability to be innovative and resourceful. Need to have a sense of humor. Must pass a background check. Strong Computer Skills. Must be able to lift 40 lbs. Must be able to sit, kneel, and get up from the floor and small chairs frequently. EDUCATION AND EXPERIENCE Preschool CDA preferred. Must be willing to obtain Preschool CDA within two years of hire. Able to become CPR (adult, child, and infant) and First Aid certified, TB tested, free of communicable diseases, and obtain a Food Handler's Permit. Must be proficient in speaking, reading and writing English. Bilingual English/Spanish speaking preferred. In some areas bilingual English/Spanish speaking is required. If required, the ability to obtain a Commercial Driver's License (CDL) to drive the bus on field trips. Experience with children required. Head Start Volunteer preferred.