Teacher jobs in Derby, CT

Tutor Me Education, a leading educational service provider in the primary and secondary education space, is seeking enthusiastic and motivated Tutors to join our team. The ideal candidate for this position should have a passion for creating safe, nurturing, and dynamic environments where students can learn and grow. Here are the details: Individualized Instruction: Create and deliver lessons tailored to the student's IEP or 504 Plan. Academic Support: Reinforce classroom learning, help with homework, and prepare for tests. Behavioral Support: Implement positive behavior strategies and maintain a supportive environment. Progress Monitoring: Assess and track the student's academic and developmental progress. Communication and Collaboration: Work with parents, teachers, and support staff to ensure consistency. Assistive Technology: Use and teach tools like speech-to-text software or specialized apps. Social and Emotional Support: Build confidence, teach social skills, and address emotional challenges. Flexibility and Adaptability: Adjust lessons based on the student's needs and energy levels. Advocacy: Help students understand and advocate for their own learning needs. Administrative Tasks: Prepare lesson plans, document sessions, and ensure compliance with special education standards. If you are passionate about a career in education, looking for consistent tutoring hours, or simply just want to provide some assistance to students in your community, this is the perfect opportunity for you! Tutor Me Education provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Requirements Educational Requirements New York State Teaching Certification in Special Education Certification may be for specific grade levels (e.g., Birth-Grade 2, Grades 1-6, or Grades 7-12). Must be in good standing with the NYS Department of Education. Typically includes credentials such as: Students with Disabilities (SWD) Grades 1-6 SWD Grades 7-12 Bachelor's Degree (minimum requirement) In education, special education, or a related field. Master's Degree In special education or a related discipline. Experience Teaching or Tutoring Experience At least 1-3 years of experience teaching or tutoring students with disabilities. Experience with IEPs (Individualized Education Programs) and 504 Plans is often required. Specialized Experience (optional) Experience with specific disabilities (e.g., autism, ADHD, dyslexia). Familiarity with adaptive technology or assistive devices. Preferred Qualifications Proven success in improving academic outcomes for students with special needs. Knowledge of New York State Learning Standards and curriculum. Experience working with diverse cultural and socioeconomic backgrounds.

Special Education Department/Resource Teacher Date Available: ASAP Additional Information: Show/Hide HAMDEN PUBLIC SCHOOLS HAMDEN, CT 06517 Title: Resource Teacher Qualifications: 1. Certification in the subject and/or grade level to be taught as determined by state certification authorities. 2. Such other alternatives to the above qualification as the Board may find appropriate and acceptable. Reports To: Building Administrator or Director/Coordinator Job Goal: To provide each educationally handicapped student with the individually tailored help, counsel, and learning experience he or she needs to make progress toward educational goals established with the student's limitations in mind. Performance Responsibilities: 1. Determines specific learning problems, skill deficiencies, or social adjustment difficulties of students and initiates remediation programs in these areas. 2. Provides students with tutoring for other classes. 3. Evaluates each student in terms of initial needs and progress toward remediation. 4. Prepares progress reports and year-end evaluations. 5. Makes available a wide range of teaching materials and equipment, including reading materials at many levels, instructional games, and resource materials. 6. Counsels students in identifying and dealing with academic and social problems. 7. Provides opportunities for students to explore life and career goals. 8. Establishes and maintains standards of individual student behavior. 9. Works closely with other teachers to help the students maintain satisfactory class work, homework, and behavior. 10. Helps parents to understand the specific problems of educationally handicapped students and the goals and operation of the program, apprising them of problems and progress. 11. Participates in selection and evaluation of students for admission to the program of education for such students. 12. Participates in case conferences about educationally handicapped students. Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. Physical Demands: While performing the duties of this job, the employee is regularly required to stand, sit, and talk or hear. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch or crawl. The employee is regularly required to reach with hands and arms. The employee may be required to lift, push and/or move up to 50 pounds, including office supplies, books and other instructional materials as well as technology equipment. The employee must be able to hear clearly (correctable to within normal limits) to record telephone information and receive detailed messages. The employee needs to be able to tell where a sound is coming from a noisy environment. Specific vision abilities required by this job include vision correctable to 20/20, distance vision, depth perception and peripheral vision. Adaptive technology may be used. There is some stress in interacting with students, faculty or the public and in meeting deadlines. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment: Exposure to student illnesses. There is regular intermittent exposure to computer screen. The noise level in the work environment is usually moderate to loud and is acceptable to this particular environment. The employee must work with students, staff and the public, continuously meeting multiple demands from several people. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Terms of Employment: Per negotiated agreement The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Student Teacher/Intern/Field Work/Student Teacher Additional Information: Show/Hide Application Procedure: Apply Online

ORGANIZATION OLAM is part of a small and growing network of schools operated by Hebrew Public: Charter Schools for Global Citizens. We are a secular organization that welcomes candidates of all backgrounds to join our supportive and inclusive community. Our network of public charter schools that serve children from all backgrounds and helps them become global citizens who are great problem solvers, aware communicators, and lifelong learners who make a positive difference in the world around them. Our schools are models of racial and economic integration, academic excellence, and world language learning. Hebrew Public manages schools in New York City and Philadelphia and supports an affiliate network of schools in California, Washington DC, New Jersey, and Minnesota. Our focus on global citizenship is embodied by three core elements: The building of relationships across differences, embodied by our focus on racial, cultural, and economic diversity; The study of Modern Hebrew and Israel as a window into other languages, cultures, and experiences; Our unique set of global citizenship values that infuse all that we do are described through the acronym OLAM (the Hebrew word for “world”). These values include Outstanding Problem Solving, Lifelong Learning, Aware Communication, and Making a Difference. Our schools help students grow to become empathetic, ethical, intellectually curious young adults committed to solving the world's problems. To learn more about Hebrew Public and its network, visit: ******************** ABOUT OLAM PUBLIC CHARTER SCHOOL Hebrew Charter Public Charter Schools is launching a bold new chapter in Stamford, Connecticut - OLAM Public Charter School, opening its doors in fall 2027 with Pre-K through 1st grade and growing each year to eventually serve 510 students through 8th grade. As the first school in Connecticut to join the nationally respected Hebrew Public network, OLAM is grounded in a vision of global citizenship, academic rigor, and joyful, inclusive learning. The school will offer a rich, inquiry-based curriculum that integrates Modern Hebrew language instruction, project-based learning, and social-emotional development, all rooted in the OLAM values: Outstanding Problem-Solving, Lifelong Learning, Aware Communication, and Making a Difference. More than just a school, OLAM is a response to the Stamford community's call for a diverse, high-expectations educational option that welcomes students of all backgrounds. With a unique model designed to close opportunity gaps and foster a deep sense of belonging, OLAM will be intentionally integrated and deeply rooted in its community. Students will thrive in a school that prioritizes differentiated instruction, global awareness, and equity-helping them grow into empathetic, ethical, and intellectually curious leaders of tomorrow. This is an extraordinary opportunity for an entrepreneurial, equity-driven educator to shape an institution from the ground up and bring to life a mission that blends academic excellence with a powerful commitment to inclusion and impact. OPPORTUNITY This is a rare and exciting opportunity to serve as the Founding Head of School for OLAM Public Charter School and shape an inclusive, high-performing public charter school from the ground up. As the school's inaugural leader, you will design and launch a vibrant, inquiry-based learning environment that integrates Modern Hebrew language instruction, global citizenship values, and a strong commitment to diversity, equity, and inclusion. With the backing of the nationally respected Hebrew Public network, you will have the resources, support, and professional development needed to build a school culture where all students thrive. The Founding Head of School will play a pivotal role in bringing Olam's mission to life in Stamford-building deep community partnerships, recruiting and developing a talented founding team, and ensuring academic rigor and joyful learning for a diverse student body. This is a once-in-a-career chance for an entrepreneurial and equity-driven leader to create a legacy of educational excellence and impact, positioning Olam as a trusted, innovative, and transformational public school option in the community. RESPONSIBILITIES School Launch and Strategic Planning Lead the design and implementation of a comprehensive school launch plan in preparation for opening in Fall 2027 with grades PreK, K, and 1, growing to PreK-8 over time. Design and execute a robust student recruitment and enrollment strategy in partnership with the Governing Council and Hebrew Public, including outreach to families, hosting community events, and building visibility across Stamford to ensure a fully enrolled founding cohort. Recruit and hire a founding team of teachers and staff aligned with the school's mission, values, and commitment to academic rigor and inclusion. Develop school-wide systems, policies, and culture rooted in Olam's OLAM values and commitment to inquiry-based, differentiated learning. Instructional Leadership Implement a high-quality academic program aligned to the Connecticut Core Standards and Next Generation Science Standards, including research-backed curricula such as EL Education, and Eureka Math. Provide coaching and development for teachers; ensure data-driven instruction, rigorous lesson planning, and strong outcomes for all student groups, especially Multilingual Learners (MLs), students with disabilities (SWDs), and students furthest from opportunity. Culture and Community Building Build a warm, joyful, and inclusive school culture that fosters strong student-teacher relationships and a commitment to diversity, equity, and inclusion. Establish and maintain systems for positive behavior support, including the Responsive Classroom model and restorative practices. Family and Community Engagement Develop meaningful partnerships with families through clear communication, inclusive practices, and shared celebrations of learning. Represent the school in the broader Stamford community, developing relationships with local partners and stakeholders that support student learning and school visibility. Board and Organizational Leadership Serve as the primary liaison to the school's Governing Board, providing timely and transparent updates on progress toward academic, operational, and financial goals. Partner with Hebrew Public's network leadership to ensure alignment with the broader mission, shared services, and professional development opportunities. Lead the school's self-evaluation and accountability efforts, using data to track performance and inform decision-making. Operations and Compliance Ensure compliance with all state and local regulatory requirements, including special education, safety, and reporting policies. Oversee the implementation of strong financial management systems, staffing structures, and day-to-day operations in partnership with the board and Hebrew Public. KEY COMPETENCIES AND ATTRIBUTES Mission-Driven Leadership - Demonstrates an unwavering commitment to Olam Public Charter School's vision and values, inspiring others to work toward educational equity and excellence for all students. Instructional Excellence - Possesses a deep understanding of effective teaching and learning practices, using data and evidence to drive academic outcomes and continuous improvement. Strategic and Adaptive Thinking - Balances long-term vision with the ability to respond thoughtfully and effectively to emerging challenges in a dynamic environment. Integrity and Ethical Leadership - Models honesty, transparency, and a strong moral compass, earning the trust and respect of students, families, staff, and the broader community. Emotional Intelligence - Leads with self-awareness, empathy, and resilience, building an inclusive and supportive school culture where all voices are valued. Cultural Competency and Humility - Embraces and celebrates diversity, fostering an environment of belonging and equity for students and staff from all backgrounds. Collaborative Relationship Building - Excels at developing authentic, trust-based partnerships with families, staff, community organizations, and stakeholders to advance the school's mission. Operational and Organizational Acumen - Aligns people, systems, and resources effectively to ensure the school's success and sustainability as a high-performing organization. PRIORITIES A successful first year in this role for the new Founding Head of School will include: Launch a Strong and Joyful Inaugural Year - Ensure a smooth and successful school opening in fall 2027 by establishing strong enrollment, daily systems, and a welcoming learning environment for PreK-1 students and their families. Build a Mission-Driven, Inclusive School Culture - Establish a school community rooted in OLAM's core values and global citizenship mission, fostering a culture of belonging, curiosity, and empathy for a diverse student body. Recruit and Develop a High-Quality Founding Team - Hire and support a talented, equity-driven team of educators and staff who embody OLAM's mission and are committed to excellent, inclusive instruction and continuous growth. Engage Families and the Stamford Community - Build deep relationships with families and local partners to position OLAM as a trusted, responsive, and impactful public school option in Stamford. Requirements QUALIFICATIONS In order to fulfill these responsibilities, the ideal Founding Head of School candidate will be: 6+ years of progressive leadership experience in K-8 education, with at least 3 years in a school leadership role (e.g. principal, assistant principal, or dean). Bachelor's Degree required; Master's Degree or higher strongly preferred. Experience launching or helping lead a new school is strongly preferred. Demonstrated success leading diverse teams, coaching educators, and improving student outcomes. Strong familiarity with culturally responsive teaching, multilingual learner supports, and inclusive special education practices. Deep commitment to the Stamford community, with a willingness to build lasting local relationships. Experience working with or within a charter school environment is preferred. Benefits COMPENSATION AND BENEFITS The salary for this position starts at $146,000 - $153,000 and is commensurate with experience. Hebrew Public offers a competitive benefits package that includes: Medical, dental, vision, and prescription coverage Paid parental leave Retirement savings with employer matching Health care and dependent care flexible spending accounts Paid holidays and generous PTO Professional development and leadership coaching through the North Star Fellowship TO APPLY Please submit a resume online at ***************************************** Our commitment We are committed to building a team that reflects the communities we serve. Candidates from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply. Don't meet every single requirement? We know the confidence gap and imposter syndrome can get in the way of meeting spectacular candidates, so please don't hesitate to apply - we'd love to hear from you.

Support Staff/Teacher Aide Date Available: 09/01/2025 Additional Information: Show/Hide Teacher Aide Minimum Starting Range = $17.27 - $29.60 per hour Job Title: Teacher Aide Job Category: CTA/TA Contract Department/Group: Job Description Job Summary: Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties such as supervising lunch, recess, proctoring exams and assisting with equipment. Assist Certified Teachers with clerical duties, health-related activities, behavior management, records management and student supervision. Minimum Qualifications: * High School diploma or equivalent. * Experience working with children * Fingerprinting (approx. $100) * Completion of required State Workshops on Child Abuse, School Safety and Dignity for All Students ($0-$50 per workshop) * Approval by the Westchester Department of Civil Service ($40 fee) Primary Activities * Assists and guides students to reinforce reading, language arts, mathematics, computer instruction, and other skills * Assists professional staff in the administration and correction of classroom exercises, tests and assessments. * Assists with record-keeping procedures to document student learning and performance. * Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task. * Assists students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas. * Accompanies students on field trips for the purpose of assisting with supervision. * Constructs, copies and distribute and use educational materials as needed. * Assists teacher with parent contact as requested to foster effective and participatory parent involvement in student education. * Assist students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities. * Follows all applicable safety rules, procedures and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs. Additional Duties: * Assist guidance, pupil services staff or building administration, as needed. * Perform any other related duties as assigned. Knowledge, Skills and Abilities * Ability to carry out instructions furnished in written or oral form. * Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students. * Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel). * Ability to work with a diverse group of individuals. * Ability to maintain confidentiality of information regarding students, employees and others. * Ability to establish a supportive and compassionate relationship with students with special needs. * Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work. * Ability to report work orally or in writing to supervisor as required. * Effective writing and verbal communication skills. Physical Demands While performing the duties of this job, the employee: * is regularly required to stand, walk, and sit. * Is regularly required to climb, squat, stoop, kneel, crouch, or crawl and to reach above the head and reach forward. * Is regularly required to use hands and fingers to handle or feel objects, tools or controls and to talk and hear. * Occasionally required to lift and/or push up to 50 pounds. * Must have specific vision abilities for close vision, distance vision, depth perception and tell the difference between colors Work Environment * The noise level in the work environment is typical for a school environment. * Work generally performed indoors with limited outside supervision of students. Salary Range $17.27 - $29.60 per hour (2025/2026) Last Updated By: Jeanette M. Messina Date/Time: August 2025

About us Holy Cross High School is a private, independent Catholic High School sponsored by the Congregation of Holy Cross. Holy Cross High School's student body comes from 30+ towns within and surrounding the Greater Waterbury area. Through a new on-campus partnership with APEX Global Academy that commenced in August of 2024, Holy Cross High School has welcomed several international students from China to join this program. Multi-Disciplinary ESL/ELL Instructor at Holy Cross High School in Waterbury, Connecticut As an ESL/ELL Instructor within a brand new sheltered English language academy at Holy Cross High School in Waterbury, Connecticut, you will play an integral role in providing instruction to students who are English Language Learners (ELLs). Your primary responsibility will be to design and implement effective lesson plans that cater to the academic needs of diverse ELL students in a small classroom setting (approximately 2-4 students in grades 9-11 initially, but with enrollment projected to increase to approximately 10 students by the start of the second academic year), ensuring their successful integration into mainstream academic settings. These lesson plans will span various subject areas including English, Mathematics, Science, History, and Theology. Key Responsibilities: Curriculum Development: Develop and adapt curriculum materials, resources, and assessments to meet the linguistic proficiency levels and academic goals of ELL students. Align instructional content with curriculum taught throughout the remainder of the school to non-ELL students. Instructional Delivery: Deliver engaging and interactive ESL instruction using a variety of teaching methods and techniques to facilitate language acquisition and comprehension. Differentiate instruction to accommodate the diverse learning needs, language backgrounds, and proficiency levels of ELL students. Assessment and Progress Monitoring: Conduct ongoing assessments to evaluate student progress in English language proficiency, academic language skills, and content knowledge. Analyze assessment data to inform instructional planning and provide targeted interventions for students who require additional support. Work toward integrating and eventually transferring ELL students from the academy into the mainstream academic program. Cultural Sensitivity and Inclusion: Foster a culturally responsive and inclusive learning environment that respects and celebrates the cultural diversity of ELL students. Promote cross-cultural understanding and sensitivity among students by incorporating multicultural content and experiences into lesson plans. Collaboration and Professional Development: Collaborate with the mainstream academic program faculty and staff, international academy program coordinator and staff, as well as well as other stakeholders to support the academic and linguistic integration of ELL students across the curriculum and foster the success of both the students and the academy. Participate in professional development opportunities. Provide Support in the Successful Launch of Brand-New Academic Academy Aide in the set-up, strategic planning, and development of innovative initiatives for the inaugural academic year and beyond. Maintain an entrepreneurial spirit and foster a culture of collaborative teamwork with the international agency, as well as students, faculty, and staff of the mainstream academic program. Parent and Community Engagement: Establish open and effective communication channels with parents/guardians of ELL students and representatives from the international agency to provide regular updates on student progress, solicit input, and address concerns. Engage with community resources and organizations to provide additional support services and enrichment opportunities for ELL students and their families. Qualifications: Bachelor's degree (Master's degree and/or TESOL certification preferred). Previous ESL instruction and/or secondary teaching experience preferred. Knowledge of second language teaching methodologies and assessment. A background and knowledge of some or all of the following subject areas: English/Language Arts, Mathematics, Theology, History/Civics, Biology/Chemistry Strong interpersonal skills with the ability to effectively communicate and collaborate with students, colleagues, parents, and community members. Cultural competence and sensitivity to the needs of culturally and linguistically diverse student populations. Proficiency in Mandarin (desired but not required). Compensation: Up to $120 per week per course instructed (i.e. 2 courses such as English & History @ up to $240 per week). The ideal candidate would be willing and able to teach at least two separate courses throughout the academic year (i.e. English & History; Math & Science, Theology, etc). Compensation is commensurate with experience as well as on which course(s) are instructed.

1.0 FTE - Certified English Teacher Hold or be eligible for current CT State certification English/Language Arts (015) Collaborate and establish positive relationships with students, teachers, building administrators, parents, and district leaders. Assess student needs and providing support or extra resources to struggling students as well as exceptional achievers. Actively involve students in the classroom through group work, project-based learning, exploration, questioning, discussion, and other cooperative teaching techniques. Utilize best practice instructional strategies and research-based intervention curriculum materials to meet the learning needs all students Integrate technology, including google classroom seamlessly into teaching strategies and practices Analyze existing student achievement data to drive instruction. Maintain accurate student records, parent communications records and student progress data. Maintain proper professional conduct as defined in the Connecticut Code of Professional Responsibilities for Teachers. Start date: August 25, 2025 Follows the OEA Bargaining Unit Contract: *************************************************************************************

Elementary School Teaching/Grade Level Teacher Date Available: 02/07/2026 Additional Information: Show/Hide REGIONAL SCHOOL DISTRICT #10 2025-2026 Harwinton and Burlington are serene townships nestled amidst state forests and parks bordering the Farmington Valley to the south and the Litchfield Hills to the north. The towns share a border with Farmington, Avon, Bristol to the South/West and Litchfield and Torrington to the North. Despite their quiet country feel, the towns are within easy driving access to the Hartford region. We look forward to receiving your candidacy and we welcome a diverse candidate pool! Position: Grade 1 - Extended Leave Substitute Teacher Location: Lake Garda School Reports to: Building Principal Wage: $125/day Starting Date: On our about February 9, 2026 until on or about May 11, 2026 Lake Garda School is seeking a passionate and dedicated Teacher to join our dynamic team of educators. The ideal candidate will be responsible for creating a stimulating and nurturing learning environment that promotes the intellectual and social-emotional development of elementary school students. Our school- and grade-level collaborations are consistent so partnerships with colleagues around teaching, learning and healthy classroom cultures are a large component of how we work together. Professional learning around current data, school- and grade-level priorities are supported by our Shared Definition of High-Quality Learning components - Creativity, Student Agency, Collaboration, Critical Thinking and Relevance. Our belief in life-long learning can be found in a comprehensive professional learning plan that includes instructional coaching, as we believe in investing in the adult practitioner. We believe that the Vision of the Graduate begins in PK. LGS has a vibrant and active parent community and partnering with parents is a key component of our success. The successful candidate will demonstrate strong communication skills, high expectations for all, nurturing classroom management skills, creativity, and a genuine love for teaching young learners. The candidate has a working knowledge and belief that all students can grow and that their social-emotional wellness is a core part of their development. If you are passionate about shaping young minds and making a positive impact on the future generation, we invite you to apply and join our dedicated team of educators. Qualifications: The ideal candidate will have in-depth knowledge and experience in a combination of the following areas: * Expertise in the five pillars of literacy and mathematical best practices that are student centered * A skillful approach to utilizing data to adapt instruction to meet the diverse needs of learners * Exceptional communication skills to build positive relationships with students, parents, and colleagues * Ability to collaborate effectively with other educators and integrate interdisciplinary approaches; PLC contributor * The skills needed to foster a positive and productive classroom environment by focusing on building strong relationships, promoting social and emotional skills, and creating a safe space where students feel valued and can learn effectively * A commitment to providing constructive feedback to students to encourage growth and development * Experience with Bridges 3, DIBELS, Science of Reading, IXL, STAR, Mystery Science, UFLI, Second Step preferred Required Education & Certification: * Bachelor's degree in education from an accredited College or University * CT Endorsement 013 and 305 preferred Application Deadline: When Filled Application Procedure: Please apply on-line at ******************* Internal Candidates: Complete an updated resume and letter of interest through Frontline by the closing of the posting. Emails of interest directed at Administrators will not be considered. External Candidates: When completing an application online, please be sure to include a cover letter, resume, proof of certification, transcripts and three letters of recommendation as a full portfolio for consideration. Regional School District #10 is an Equal Opportunity Employer and by policy does not discriminate against a person because of age, race, color, religion, sex, national origin and handicap or gender identity.

People's Arc of Suffolk mission is to provide dynamic, innovative and integrated services where children and adults with intellectual and developmental disabilities discover and define their own quality of life and are thriving to their fullest potential, joined by their families, circles of support and our person-centered organization. At People's Arc of Suffolk's Saul and Elaine Seiff Educare Center, we understand the importance of the early years in a child's learning and development. Our model consists of a continuum of services throughout the child's adolescence, and prepares students for further education, future employment and a life of self-sufficiency. ROLE SUMMARY: Assists the Teacher in the implementation of the education program for the birth to 21 years of age. Performs related work as requested. ROLE RESPONSIBILITIES: Attends to the physical needs of the children Adheres to the Health Safety and sanitation policies, and maintains a clean, safe, and hygienic classroom. Assists the teacher in implementing the education program. Performs supportive teaching duties under the direction and supervision of the teacher. Performs additional tasks in a timely fashion Positions, transfers, and feed students as necessary JOB TYPE: Full-time or Per Diem SHIFT: Full-Time Schedule: Monday to Friday 8:15 am - 2:45 pm (30 hours/week), on a 12-month school year. Per Diem Schedule: On-call HOURLY RATE: $18. 76per hour (Non-Exempt) A full-time position is benefit eligible and has generous time off. Requirements ROLE REQUIREMENTS: Graduate of an accredited High School GED Minimum of one year experience working with children in a classroom or childcare environment preferred. Experience working with children with special needs is preferred. Must have the ability to supervise children in a variety of educational settings including, but not limited to, self-contained and integrated. Must be physically able to handle all aspects of the supervision of the day-to-day activities of students which may include, but are not limited to, running, bending, and lifting up to 25 lbs. *All hires must possess a valid NYS Driver's License at the time of hire. Let talk! For immediate consideration, Call Juliana Langenhahn ************ Extension 2107 Benefits 401(k) Dental insurance Employee assistance program Health insurance Life insurance Paid time off Referral program Tuition reimbursement Vision insurance

Teacher Aide - PNW BOCES Job FairJoin Our Team as a Teacher Aide!Available positions for the Regular School Year (September-June) beginning October 28, 2024Are You Passionate About Education? And about making a difference in the lives of students? If so…We Want You!Event Details:Date: October 28, 2024Time: 2:30 PMLocation: PNW BOCES, 200 BOCES Drive, Yorktown Heights, New YorkSchool Services Building; Parking Lot AAbout Us:Putnam Northern Westchester BOCES' mission is service and innovation through partnership, and we are committed to providing quality education and fostering a supportive atmosphere for students to thrive. As a premier educational service agency in New York State, we prioritize striving for excellence, creating pathways to success for every student and upholding a "We can do that" attitude.Why Join Us?Rewarding experience making a difference in students' lives Competitive compensation package including Health Insurance and PensionProfessional development and career advancement opportunities Opportunity to support student success and growth Positive work environment with supportive colleagues What You Will Do:Assist teachers in classroom activities Provide one-on-one support to students Help maintain a positive learning environment Collaborate with teachers, staff and team members Requirements:High school diploma or equivalent Previous experience working with children or in an educational setting is preferred, but not mandatory Excellent communication and interpersonal skills Ability to work effectively in a team environment Patience, flexibility, and a passion for helping others learn and grow How to Apply:Don't miss this opportunity to join our team! Apply to our OLAS posting and bring your resume and enthusiasm to our Hiring Event. Interviews and paperwork will be conducted on-site.Contact Us:For more information, contact *************** Spread the Word!Feel free to share this posting with anyone who might be interested. OLAS is an online job application system for K-12 Education. The platform connects you with more than 10,000 school jobs, including educator, non-instructional, and administrator positions in New York State and surrounding areas. OLAS job services are provided by PNW BOCES.

Job Description Winsted Area Child Care Center is seeking early childhood teacher aide candidates for our program who are highly motivated and interested in pursuing a career in Early Childhood Education. We serve children 6 weeks to 12 years and looking for a candidate with flexibility to help in all age groups as needed. Our goal is to offer a safe, caring environment, which meets the educational, social, developmental, health, nutritional, psychological and educational needs of each child. Duties Maintain State of CT Office of Early Childhood and NAEYC standards Assist in implementing the daily curriculum designed to meet the social, emotional, cognitive and physical needs of each child based on developmentally appropriate practice and early learning standards in a play based classroom Build trusting relationships with children through respectful, patient and supportive interactions Meet the basic needs of the children, maintain a clean safe classroom environment Monitor and assess each child's growth, development and performance Establish and maintain positive relationships with families Work closely and effectively in a team setting Ensure all center policies and state licensing regulations are met, maintain accurate records Requirements High School Diploma and at least 18 years of age Minimum of 1 year professional child care experience Ability to work with well with others (staff, children and families) Ability to maintain confidentiality Ability to be flexible and adapt to meet the needs of the children and program Strong oral and written communication skills and basic computer skills Desire to continue learning through professional development Must clear a full background check and must pass a health screening per OEC licensing regulations Lift up to 50lbs and perform other physical tasks related to an early childhood environment including the ability to kneel, bend squat and crawl Nice To Haves Early Childhood Education credits Experience in a NAEYC accredited program Infant/Child CPR and First Aid Certification Benefits 37.5 hours per week Paid Time Off Vacation Pay Holiday Pay Health Insurance, Vision, Dental Life Insurance 403(b) with up to a 3% match Paid professional development Discounted Child Care

THE AMERICAN SCHOOL FOR THE DEAF ANNOUNCES AN OPENING FOR Teacher Aide (PACES Autism Program) that Follows the School Calendar and the Extended School Year (Summer Program) For ASL interpretation please click here. CLOSING DATE: UNTIL FILLED REV: 9/17/2025 POST: 9/17/2025 The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth, and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners. ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list, then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone. Department: Education Supervisor: Coordinator of Student Support Services Description: 11 months - Benefits eligible Union Status: Collective Bargaining (union) Shift: Monday - Friday 8:00am - 3:30pm SCOPE OF DUTIES Summary: Under the supervision of the PACES or Core Dean of Students, and/or the Coordinator of Student Support Services, the Teacher Aide (PACES Autism Program) is responsible for the supervision of children and adolescents during school and/or out-of-school hours and the assumption of other responsibilities as designated by the PACES or Core Dean of Students, and/or Student Support Services Coordinator. PRIMARY DUTIES Responsible for the supervision of emotionally/behaviorally disordered deaf and hard of hearing children and youth during in or out-of-school hours, including meals. Planning and carrying out activities designed to promote personal and social growth. Responsible for encouraging students to maintain good personal hygiene and attire, including bathing and feeding. Assist students with mobility. Encourage students to engage in extra-curricular activities. Implementation of Positive Behavior Intervention Support (PBIS). Participation in planning and staff conferences with academic and residential staff. Participation in staff training and in-service activities, including Physical/Psychological Management Training (PMT) workshops. Must be able to lift 50 pounds on a regular and frequent basis. Responsible for reports and daily logs. Works cooperatively with all teachers, residential staff and other support staff. Other related duties as assigned. Will be responsible to work the Extended School Year (ESY) program yearly as part of the regular work schedule. MINIMUM QUALIFICATIONS Ability to work in a collaborative team setting. Ability to anticipate potential issues and re-direct or de-escalate behavior. Demonstrates good judgment and dependability. Proficient with writing reports Ability to resolve conflict Ability to manage crisis situations Demonstrates high levels of patience, empathy, and respect. Demonstrates an understanding of cultural diversity and embeds that knowledge into practice Proficiency in American Sign Language highly desired; interest in learning ASL required. SALARY AND BENEFITS: Non-exempt, 11-month position Salary based on guidelines of the Union Pay Scale Retirement, group health insurance, and other fringe benefits are available $1000 sign on bonus after one year of service, not applicable for re-hires. ASD is ALL ways able. Should you require accommodation for applying to this position, please contact the Human Resources Department. The American School for the Deaf does not discriminate on the basis of an individual's age, ancestry, color, genetic information, learning disability, marital status, past or present history of mental disability, intellectual disability, national origin, physical disability, race, religious creed, sex (including pregnancy, transgender status, gender identity or expression, sexual orientation, or civil union status) work place hazards to reproductive systems, and criminal record (in state employment and licensing).

Job Description Job Type: Full-time; 35-40 hours weekly depending on location (schedules are typically early mornings to mid-afternoons). Length of Work Year: 51 weeks Salary Range: $17.50/hour (rates are based on education and total college credits specific to Early Childhood Education, as per union contract) About You: You are dependable, kind, and eager to learn. You thrive in a team-based environment and bring energy and care to supporting young children's daily routines and developmental milestones. You are excited to contribute to CLC's mission and build your skills through hands-on experience. Duties Assist with the implementation of a developmentally appropriate curriculum. Supervise and engage young children. Support daily classroom routines and transitions. Help maintain a safe, healthy, and clean learning environment. Partner and communicate with families. Observe and document children's interests and progress. Collaborate with co-teachers, support staff, and administrators. Requirements At least 18 years of age with a High School Diploma or GED. Nice To Haves Work towards a CDA credential or coursework in Early Childhood Education. Strong desire to work with young children and their families. Willingness to pursue ongoing professional development in early childhood, such as internal CLC training and OEC courses. A positive, team-oriented attitude. Levels of experience will be a key factor in candidate selection. Basic computer literacy. Benefits At CLC, we support your well-being and career with a comprehensive benefits package including: Medical, Dental, and Life Insurance 401(k) with Employer Match (up to 4%) Generous Paid Time Off Tuition Assistance and Professional Development (including CDA support) CPR, First Aid, OSHA, and Medication Training Employee Assistance Program (EAP) Career growth and promotional opportunities To learn more about CLC and our benefits, visit: ********************* target="_blank" style="background-color: transparent; color: rgb(17, 85, 204);">************* CLC is an Equal Opportunity Employer and is committed to diversity in the workplace Successful completion of background check and drug screening is required as a condition of hire. About Us Do you believe that high-quality early childhood education can shape a child's future and strengthen entire communities? Are you passionate about working in a team-oriented environment where educators, healthcare providers, and family-service professionals collaborate to support every child's growth? Are you driven to create a safe, nurturing, and engaging space where young children can learn, explore, and thrive? If you're a caring, dependable, and mission-driven early childhood professional, you may be a great fit for our team at CLC. Established in 1902, CLC is the second-largest not-for-profit provider of Early Childhood Education in Connecticut. Our mission is to enrich the community by providing high-quality early childhood education and care programs for all families. Serving over 700 children across Early Head Start, Head Start, Child Development, and School Readiness programs in Stamford, we offer a collaborative and supportive environment for teachers and staff To learn more about CLC please visit our website:http://*************/" target="_blank" style="background-color: rgb(255, 255, 255); color: rgb(17, 85, 204);">http://*************/

About the Center for Special Services: The Center for Special Services provides specialized programs designed to ensure school districts meet the current and future educational challenges of students with disabilities. School districts refer students to Southern Westchester BOCES programs through their CSE process. Programs are located in local schools, community settings and BOCES locations throughout Westchester. We also provide specialized services to students who attend school in their local districts. The Center is a division of Southern Westchester BOCES, a values-based organization of education leaders committed to serving the students and educators of our region. Working here provides our employees opportunities to make a true difference in the lives of children, families and communities. BOCES provides high quality, cost-efficient cooperative services supporting a wide range of educational functions. We seek to recruit talented, experienced professionals who share our vision and belief in public education. PRIMARY PERFORMANCE RESPONSIBILITIES: * Provide one-on-one assistance to an assigned student. * Ability to work with students with special needs.

YMCA of Greater Hartford Job Description Job Title: Teacher's Aide FLSA Status: Non-Exempt Job Grade: Primary Department: SACC Reports to: Child Development Director or Childcare Coordinator Revision Date: 07/31/2024 Leadership Level: Leader The YMCA of Greater Hartford is an association open to all committed to helping people reach their potential in spirit, mind, and body. Our commitment is based on the belief that the purpose of this three-fold development is to live out the values of Caring, Honest, Respect and Responsibility. POSITION SUMMARY: Under the general direction of the Head Teacher, the Teacher's Aide works for the YMCA of Greater Hartford and is responsible for on-site activity leadership, working directly with children. Must enjoy working with children, be a team player, be dependable and possess knowledge of positive behavior management techniques. Provides a quality experience to children and parents that focuses on the YMCA values: honesty, respect, responsibility, and caring. ESSENTIAL FUNCTIONS: Assist the Head Teacher in the preparation and delivery of daily activities by completing assigned tasks. Serve our diverse communities equitably and act with an inclusive, anti-racist lens at all times; promote a brave, respectful culture at the Y. Actively participate with children in all activities and during play times, ensuring premier quality and innovation. Be responsible for clean-up and maintenance of toys and materials after each activity. Communicate immediately any problems or concerns with the program, staff, children or parents to immediate Supervisor. Maintain confidentiality of information provided by parents, staff and administration. Report immediately to supervisor any evidence of child abuse including physical, mental, emotional and/or neglect. Attend the minimum number of training hours per year as required by State law and/or accrediting agencies, as approved by supervisor. Consistently provide friendly, courteous assistance, exceeding customers' expectations every day, which includes building and maintaining healthy professional relationships with parents, children, host agencies, and staff. Excellent verbal and written communication skills are required. Provides a quality experience for everyone, including but not limited to Health Seekers, Members, Participants, Internal Customers, Fellow Staff Members and others. Treats everyone with courtesy, respect, and consideration; displays integrity; listens actively and genuinely; communicates in a clear and pleasant manner; embraces differences among people; demonstrates an active willingness to learn and grow; accepts constructive criticism; works as a team member. All duties as assigned. QUALIFICATIONS: Qualified Candidate must be at least 16 years old. Previous experience working with children. Works effectively with children, families and other staff. Able to be certified in Connecticut Child Care, Adult & Child CPR and attain certification within 90 days of employment. Possess good oral communication, written communication, and public speaking skills. Positive enrollment trends. Positive, appropriate interaction with the children in the program and other staff. PHYSICAL REQUIREMENT: Ability to walk, stand, and sit (including on the floor) for long periods of time. Must be able to lift and/or assist children up to 30 pounds in weight. Visual and auditory ability to respond to critical situations and physical ability to act swiftly in an emergency The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This role is 3-6PM Monday, Tuesday, Thursday, and Friday, and 11AM-6PM on Wednesdays.

YMCA of Greater Hartford Job Description Job Title: Teacher's Aide FLSA Status: Non-Exempt Job Grade: Primary Department: SACC Reports to: Child Development Director or Childcare Coordinator Revision Date: 07/31/2024 Leadership Level: Leader The YMCA of Greater Hartford is an association open to all committed to helping people reach their potential in spirit, mind, and body. Our commitment is based on the belief that the purpose of this three-fold development is to live out the values of Caring, Honest, Respect and Responsibility. POSITION SUMMARY: Under the general direction of the Head Teacher, the Teacher's Aide works for the YMCA of Greater Hartford and is responsible for on-site activity leadership, working directly with children. Must enjoy working with children, be a team player, be dependable and possess knowledge of positive behavior management techniques. Provides a quality experience to children and parents that focuses on the YMCA values: honesty, respect, responsibility, and caring. ESSENTIAL FUNCTIONS: Assist the Head Teacher in the preparation and delivery of daily activities by completing assigned tasks. Serve our diverse communities equitably and act with an inclusive, anti-racist lens at all times; promote a brave, respectful culture at the Y. Actively participate with children in all activities and during play times, ensuring premier quality and innovation. Be responsible for clean-up and maintenance of toys and materials after each activity. Communicate immediately any problems or concerns with the program, staff, children or parents to immediate Supervisor. Maintain confidentiality of information provided by parents, staff and administration. Report immediately to supervisor any evidence of child abuse including physical, mental, emotional and/or neglect. Attend the minimum number of training hours per year as required by State law and/or accrediting agencies, as approved by supervisor. Consistently provide friendly, courteous assistance, exceeding customers' expectations every day, which includes building and maintaining healthy professional relationships with parents, children, host agencies, and staff. Excellent verbal and written communication skills are required. Provides a quality experience for everyone, including but not limited to Health Seekers, Members, Participants, Internal Customers, Fellow Staff Members and others. Treats everyone with courtesy, respect, and consideration; displays integrity; listens actively and genuinely; communicates in a clear and pleasant manner; embraces differences among people; demonstrates an active willingness to learn and grow; accepts constructive criticism; works as a team member. All duties as assigned. QUALIFICATIONS: Qualified Candidate must be at least 16 years old. Previous experience working with children. Works effectively with children, families and other staff. Able to be certified in Connecticut Child Care, Adult & Child CPR and attain certification within 90 days of employment. Possess good oral communication, written communication, and public speaking skills. Positive enrollment trends. Positive, appropriate interaction with the children in the program and other staff. PHYSICAL REQUIREMENT: Ability to walk, stand, and sit (including on the floor) for long periods of time. Must be able to lift and/or assist children up to 30 pounds in weight. Visual and auditory ability to respond to critical situations and physical ability to act swiftly in an emergency The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This role is 7-9AM Monday through Friday.

/PURPOSE Under the Supervision of the Site Manager and daily direction from the Site Coordinator and Lead Teacher responsible for assisting Lead and Assistant Teacher in overall classroom and playground operations, implementing a developmentally appropriate program and providing a high quality of education and care for students. Float to various classrooms providing coverage as needed. ESSENTIAL FUNCTIONS Assist the Lead Teacher and Assistant Teacher in daily classroom supervision, including outdoor play activities using positive discipline techniques to ensure a safe and healthy environment.Assist the Lead Teacher & Assistant Teacher in the implementation of developmentally appropriate curriculum.Supervise the children at all times to ensure their welfare, health and safety.Greet and address each child by name; treat all children, parents and staff with dignity and respect.Interact, engage and assist children at all times to provide a nurturing learning environment.Assist the site in multiple capacities: kitchen support, classroom support, office support as directed by the Site Manager, Site Coordinator and/or Lead Teacher. Assist in the practice and documentation of monthly fire and lock down drills.Assist in the preparation of materials, equipment, and information for the daily program. Take daily attendance and lunch count including reports for CACFP.Use appropriate food handling, sanitation and OSHA procedures at all times.Maintain classroom and storage materials in a neat, orderly and safe manner. Perform general housekeeping tasks i.e. floors, tables cabinets, toys, counters, shelves, staff kitchen/lounge, cots and cubbies etc.Required to attend staff meetings, departmental special events (day, evening and/or weekends) workshops, conferences or in-services as directed by the Site Manager.Displays and upholds Easterseals core values of collaboration, respect, caring, excellence and accountability. Consistently demonstrates caring for the community we serve, for one another, and for the organization they are part of, and contributes to building trust, pride and camaraderie.Perform other duties as required. JOB KNOWLEDGE, SKILL REQUIREMENTS, AND DESIRED ATTRIBUTES Infant, toddler and preschool development. Knowledge of Early Childhood Education, School Readiness and Connecticut Early Learning and Development standards. Warm and nurturing demeanor.Bilingual a plus (Spanish/English) / (Albanian/English).Work in all infant/toddler and preschool classrooms, possibly work with children with communicable diseases and varying abilities.Use knowledge of child development to assess and plan for individual children.Personal qualifications as required in Part 407: Licensing Standards for Child Care Centers, emotional maturity, willingness to cooperate with the aims of the program, respect for children and adults, flexibility, patience, good personal hygiene, and physical and mental health which does not interfere with responsibilities. Approachable to children and adults of all socioeconomic levels in a professional manner.Read, comprehend, and follow written and verbal directions without constant supervision.This position may be authorized to have access to protected Health Information (PHI) to perform specific job duties. EDUCATION High School Diploma or equivalent required, current college-level coursework strongly preferred. Annually must complete and record staff development hours equal to one (1) percent of hired annual hours (for example, a forty (40) hour a week employee must complete twenty (20) hours a year). EXPERIENCE A minimum of 6 months working with young children strongly preferred. Easterseals is an Affirmative Action/Equal Opportunity Employer. Easterseals does not offer sponsorship for applicants of work visa.

Job Description ORGANIZATION OLAM is part of a small and growing network of schools operated by Hebrew Public: Charter Schools for Global Citizens. We are a secular organization that welcomes candidates of all backgrounds to join our supportive and inclusive community. Our network of public charter schools that serve children from all backgrounds and helps them become global citizens who are great problem solvers, aware communicators, and lifelong learners who make a positive difference in the world around them. Our schools are models of racial and economic integration, academic excellence, and world language learning. Hebrew Public manages schools in New York City and Philadelphia and supports an affiliate network of schools in California, Washington DC, New Jersey, and Minnesota. Our focus on global citizenship is embodied by three core elements: The building of relationships across differences, embodied by our focus on racial, cultural, and economic diversity; The study of Modern Hebrew and Israel as a window into other languages, cultures, and experiences; Our unique set of global citizenship values that infuse all that we do are described through the acronym OLAM (the Hebrew word for “world”). These values include Outstanding Problem Solving, Lifelong Learning, Aware Communication, and Making a Difference. Our schools help students grow to become empathetic, ethical, intellectually curious young adults committed to solving the world's problems. To learn more about Hebrew Public and its network, visit: ******************** ABOUT OLAM PUBLIC CHARTER SCHOOL Hebrew Charter Public Charter Schools is launching a bold new chapter in Stamford, Connecticut - OLAM Public Charter School, opening its doors in fall 2027 with Pre-K through 1st grade and growing each year to eventually serve 510 students through 8th grade. As the first school in Connecticut to join the nationally respected Hebrew Public network, OLAM is grounded in a vision of global citizenship, academic rigor, and joyful, inclusive learning. The school will offer a rich, inquiry-based curriculum that integrates Modern Hebrew language instruction, project-based learning, and social-emotional development, all rooted in the OLAM values: Outstanding Problem-Solving, Lifelong Learning, Aware Communication, and Making a Difference. More than just a school, OLAM is a response to the Stamford community's call for a diverse, high-expectations educational option that welcomes students of all backgrounds. With a unique model designed to close opportunity gaps and foster a deep sense of belonging, OLAM will be intentionally integrated and deeply rooted in its community. Students will thrive in a school that prioritizes differentiated instruction, global awareness, and equity-helping them grow into empathetic, ethical, and intellectually curious leaders of tomorrow. This is an extraordinary opportunity for an entrepreneurial, equity-driven educator to shape an institution from the ground up and bring to life a mission that blends academic excellence with a powerful commitment to inclusion and impact. OPPORTUNITY This is a rare and exciting opportunity to serve as the Founding Head of School for OLAM Public Charter School and shape an inclusive, high-performing public charter school from the ground up. As the school's inaugural leader, you will design and launch a vibrant, inquiry-based learning environment that integrates Modern Hebrew language instruction, global citizenship values, and a strong commitment to diversity, equity, and inclusion. With the backing of the nationally respected Hebrew Public network, you will have the resources, support, and professional development needed to build a school culture where all students thrive. The Founding Head of School will play a pivotal role in bringing Olam's mission to life in Stamford-building deep community partnerships, recruiting and developing a talented founding team, and ensuring academic rigor and joyful learning for a diverse student body. This is a once-in-a-career chance for an entrepreneurial and equity-driven leader to create a legacy of educational excellence and impact, positioning Olam as a trusted, innovative, and transformational public school option in the community. RESPONSIBILITIES School Launch and Strategic Planning Lead the design and implementation of a comprehensive school launch plan in preparation for opening in Fall 2027 with grades PreK, K, and 1, growing to PreK-8 over time. Design and execute a robust student recruitment and enrollment strategy in partnership with the Governing Council and Hebrew Public, including outreach to families, hosting community events, and building visibility across Stamford to ensure a fully enrolled founding cohort. Recruit and hire a founding team of teachers and staff aligned with the school's mission, values, and commitment to academic rigor and inclusion. Develop school-wide systems, policies, and culture rooted in Olam's OLAM values and commitment to inquiry-based, differentiated learning. Instructional Leadership Implement a high-quality academic program aligned to the Connecticut Core Standards and Next Generation Science Standards, including research-backed curricula such as EL Education, and Eureka Math. Provide coaching and development for teachers; ensure data-driven instruction, rigorous lesson planning, and strong outcomes for all student groups, especially Multilingual Learners (MLs), students with disabilities (SWDs), and students furthest from opportunity. Culture and Community Building Build a warm, joyful, and inclusive school culture that fosters strong student-teacher relationships and a commitment to diversity, equity, and inclusion. Establish and maintain systems for positive behavior support, including the Responsive Classroom model and restorative practices. Family and Community Engagement Develop meaningful partnerships with families through clear communication, inclusive practices, and shared celebrations of learning. Represent the school in the broader Stamford community, developing relationships with local partners and stakeholders that support student learning and school visibility. Board and Organizational Leadership Serve as the primary liaison to the school's Governing Board, providing timely and transparent updates on progress toward academic, operational, and financial goals. Partner with Hebrew Public's network leadership to ensure alignment with the broader mission, shared services, and professional development opportunities. Lead the school's self-evaluation and accountability efforts, using data to track performance and inform decision-making. Operations and Compliance Ensure compliance with all state and local regulatory requirements, including special education, safety, and reporting policies. Oversee the implementation of strong financial management systems, staffing structures, and day-to-day operations in partnership with the board and Hebrew Public. KEY COMPETENCIES AND ATTRIBUTES Mission-Driven Leadership - Demonstrates an unwavering commitment to Olam Public Charter School's vision and values, inspiring others to work toward educational equity and excellence for all students. Instructional Excellence - Possesses a deep understanding of effective teaching and learning practices, using data and evidence to drive academic outcomes and continuous improvement. Strategic and Adaptive Thinking - Balances long-term vision with the ability to respond thoughtfully and effectively to emerging challenges in a dynamic environment. Integrity and Ethical Leadership - Models honesty, transparency, and a strong moral compass, earning the trust and respect of students, families, staff, and the broader community. Emotional Intelligence - Leads with self-awareness, empathy, and resilience, building an inclusive and supportive school culture where all voices are valued. Cultural Competency and Humility - Embraces and celebrates diversity, fostering an environment of belonging and equity for students and staff from all backgrounds. Collaborative Relationship Building - Excels at developing authentic, trust-based partnerships with families, staff, community organizations, and stakeholders to advance the school's mission. Operational and Organizational Acumen - Aligns people, systems, and resources effectively to ensure the school's success and sustainability as a high-performing organization. PRIORITIES A successful first year in this role for the new Founding Head of School will include: Launch a Strong and Joyful Inaugural Year - Ensure a smooth and successful school opening in fall 2027 by establishing strong enrollment, daily systems, and a welcoming learning environment for PreK-1 students and their families. Build a Mission-Driven, Inclusive School Culture - Establish a school community rooted in OLAM's core values and global citizenship mission, fostering a culture of belonging, curiosity, and empathy for a diverse student body. Recruit and Develop a High-Quality Founding Team - Hire and support a talented, equity-driven team of educators and staff who embody OLAM's mission and are committed to excellent, inclusive instruction and continuous growth. Engage Families and the Stamford Community - Build deep relationships with families and local partners to position OLAM as a trusted, responsive, and impactful public school option in Stamford. Requirements QUALIFICATIONS In order to fulfill these responsibilities, the ideal Founding Head of School candidate will be: 6+ years of progressive leadership experience in K-8 education, with at least 3 years in a school leadership role (e.g. principal, assistant principal, or dean). Bachelor's Degree required; Master's Degree or higher strongly preferred. Experience launching or helping lead a new school is strongly preferred. Demonstrated success leading diverse teams, coaching educators, and improving student outcomes. Strong familiarity with culturally responsive teaching, multilingual learner supports, and inclusive special education practices. Deep commitment to the Stamford community, with a willingness to build lasting local relationships. Experience working with or within a charter school environment is preferred. Benefits COMPENSATION AND BENEFITS The salary for this position starts at $146,000 - $153,000 and is commensurate with experience. Hebrew Public offers a competitive benefits package that includes: Medical, dental, vision, and prescription coverage Paid parental leave Retirement savings with employer matching Health care and dependent care flexible spending accounts Paid holidays and generous PTO Professional development and leadership coaching through the North Star Fellowship TO APPLY Please submit a resume online at ***************************************** Our commitment We are committed to building a team that reflects the communities we serve. Candidates from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply. Don't meet every single requirement? We know the confidence gap and imposter syndrome can get in the way of meeting spectacular candidates, so please don't hesitate to apply - we'd love to hear from you.

Tutor Me Education, a leading educational service provider in the primary and secondary education space, is seeking enthusiastic and motivated Tutors to join our team. The ideal candidate for this position should have a passion for creating safe, nurturing, and dynamic environments where students can learn and grow. Here are the details: Individualized Instruction: Create and deliver lessons tailored to the student's IEP or 504 Plan. Academic Support: Reinforce classroom learning, help with homework, and prepare for tests. Behavioral Support: Implement positive behavior strategies and maintain a supportive environment. Progress Monitoring: Assess and track the student's academic and developmental progress. Communication and Collaboration: Work with parents, teachers, and support staff to ensure consistency. Assistive Technology: Use and teach tools like speech-to-text software or specialized apps. Social and Emotional Support: Build confidence, teach social skills, and address emotional challenges. Flexibility and Adaptability: Adjust lessons based on the student's needs and energy levels. Advocacy: Help students understand and advocate for their own learning needs. Administrative Tasks: Prepare lesson plans, document sessions, and ensure compliance with special education standards. If you are passionate about a career in education, looking for consistent tutoring hours, or simply just want to provide some assistance to students in your community, this is the perfect opportunity for you! Tutor Me Education provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Requirements Educational Requirements New York State Teaching Certification in Special Education Certification may be for specific grade levels (e.g., Birth-Grade 2, Grades 1-6, or Grades 7-12). Must be in good standing with the NYS Department of Education. Typically includes credentials such as: Students with Disabilities (SWD) Grades 1-6 SWD Grades 7-12 Bachelor's Degree (minimum requirement) In education, special education, or a related field. Master's Degree In special education or a related discipline. Experience Teaching or Tutoring Experience At least 1-3 years of experience teaching or tutoring students with disabilities. Experience with IEPs (Individualized Education Programs) and 504 Plans is often required. Specialized Experience (optional) Experience with specific disabilities (e.g., autism, ADHD, dyslexia). Familiarity with adaptive technology or assistive devices. Preferred Qualifications Proven success in improving academic outcomes for students with special needs. Knowledge of New York State Learning Standards and curriculum. Experience working with diverse cultural and socioeconomic backgrounds.