Teacher jobs in Roswell, NM

Meet State Licensure Requirements, Endorsed in Special Education. Roswell Independent School District Job Title: SPECIAL EDUCATION TEACHER Reports To: PRINCIPAL/ASSISTANT SUPERINTENDENT FOR SPECIAL SERVICES General Job Description: Provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom. Essential Duties and Responsibilities: Accurate demonstrate knowledge of the content area and approved curriculum. Appropriately utilize a variety of teaching methods and resources for each area taught. Communicate with and obtain feedback from students in a manner that enhances student learning and understanding. Comprehend the principles of student growth, development, and learning, and apply them appropriately. Utilize student assessment techniques and procedures. Manage the educational setting in a manner that promotes positive student behavior and a safe and healthy environment. Recognize student diversity and create an atmosphere conductive to the promotion of positive student involvement and self-concept. Demonstrate a willingness to examine and implement change, as appropriate. Work productively with colleagues, parents, and community members. May assist students with personal hygiene activities such as toileting, diapering and other personal care activities. Develop and implement appropriate classroom management strategies while maintaining high expectations for student behavior. Utilize appropriate discipline strategies up to and including safely restraining students. Follow board policies and administrative rules and regulations. Additional Duties and Responsibilities: Communicate accurate and up-to-date information to students in a way that enhances student learning, and includes demonstrating effective writing skills and use of Standard English. Manage time appropriately. Cooperate with administration, parent, and co-workers. Create a positive atmosphere, and arrange the physical environment of the classroom for optimum learning. Demonstrate for students' well-being and positive esteem. Prepare for instruction and show written evidence of preparation. Take precautions to protect equipment, materials, and facilities. Maintain accurate and complete records as required by the school district and report progress, or lack thereof, to parents in a timely manner. Attend and participate in faculty meetings. Complete duties (hall, bus, etc.) as assigned. Leave adequate preparations for the substitute. Encourage cooperation between students. Maintain student involvement in appropriate tasks. Use and apply appropriate conflict resolution skills. Demonstrate public relations skills. Use appropriate techniques, strategies, and materials to achieve the desired instructional goal. Adapt the curriculum to meet the needs of individual students. Use current technology for instructions and management purposes. Use diagnostic data to improve instructional programs. Select, use and interpret evaluation data. Be available to parents, students, administration, and peers outside the school day, if needed. Page 1 of 3 Roswell Independent School District SPECIAL EDUCATION TEACHER (CONT'D) Attend extra-curricular activities. Spend time beyond the school day grading, and recording papers, planning instruction. Report suspected child abuse and neglect. Be responsible for students on field trips. Act as a good role model within the context of the school. May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. Develop and use community and professional resources. Understand and apply learning theories. Assist the Special Education Department in maintaining compliance with State and Federal regulations. Maintain appropriate data collection and special education files at building. Report identified areas of noncompliance to the Principal, Assistant Superintendent for Special Services or Director of Special of Special Education. Act as a member of the IEP committee when appropriate. Coordinate or serve as a member of the annual review committee. Serve as a case manager for student IEP's. a. Respond to the unique needs of the student. b. Perform other tasks as may be deemed appropriate and necessary as determined by the IEP, the immediate supervisor, principal, Assistant Superintendent for Special Services or Director of Special Education. Understand and participate in the development, use and implementation of individualized education plans (IEP's), individualized transition plans, including making necessary modifications. Accept other responsibilities as deemed appropriate by the supervisor(s) and or the Superintendent. Serve as a member of the Student Assistance Team (SAT) as needed. Maintain security for and administer state required assessments. Account for assigned equipment and materials. Maintain confidentiality with sensitive matters and treat people with respect and dignity. Work with a wide variety of individuals in a highly stressful environment. Be flexible and able to prioritize tasks and maintain accurate and detailed records. Communicate in well-organized oral and written forms. Be able to maintain a neat, functional office that is inviting but professional, safe environment. Report to work on time and work no less than 7.25 hours per day. Work independently with very little supervision. Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. May be required to perform other related duties as assigned by supervisor and/or Superintendent. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. Experience and Education: Bachelor's degree or higher. Current New Mexico Teaching license with Endorsements as needed. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site or home visits when needed and appropriate. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board.

It's a great feeling to work for a company that does so much good for others around the world! Academic Requirements: Required - High School Diploma or GED and must complete an Infant/Toddler CDA (Child Development Associate) certification within 6 months of employment based on date of provision of services. Certifications: Obtain and maintain First Aid and CPR certifications. Work Experience: Prefer 2 years of related experience in the Early Head Start preschool classroom setting. Current or former Head Start employees, students, and parents will receive hiring preference, if qualified. Prefer bilingual (Spanish). Critical Action Items & Measurable Deliverables: 1. Attend all required training, including on-line training sessions, workshops, and staff meetings. 2. Remain up to date on information that pertains to the needs of the children in the program including Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations and other applicable regulations and practices including IDEA & Part C/Early On. 3. Work as a team member with all education staff, parents, and Parent Committee members to implement curriculum that is meaningful and meets the individual goals of each child and program needs. 4. Maintain strict confidentiality with respect to Early Head Start children, families, and staff in accordance with established policies and procedures and other legal requirements i.e., FERPA & HIPPA. 5. Keep up to date on Developmentally Appropriate Practices. 6. Knowledge of developmentally appropriate social-emotional development of infants & toddlers. 7. Collaborate with parents in identifying opportunities to learn about the growth and development of their children. 8. Promote positive attachment between caregivers, children, and families. 9. Model appropriate communication skills, guidance techniques, and developmentally appropriate practices. 10. Continue professional growth by participating in training sessions, ECE classes, etc. 11. Remain familiar with environmental rating scales and implementing appropriate assessment screenings. 12. Develop knowledge of the screenings, assessment, and evaluation instruments. 13. Supervise all classroom activities and outdoor activities. 14. Plan and implement the developmentally and linguistically appropriate curriculum (Frog Street Infants & Toddlers) and experiences in the manner appropriate to the ages, languages and cultures of children served. 15. Document and provide Part C Service Coordination for children with special needs. Communicate Service Coordination efforts with Director of Family Engagement and Managers. 16. Plan and implement learning experiences that strengthen the intellectual and physical competencies of infants and toddlers, supporting their readiness for school through literacy, phonemic print, and numeracy awareness. Use of enriched language to further their understanding of increasingly complex and varied vocabulary. Exposure to various books, demonstrates developmentally appropriate book handling skills, and support emerging problem-solving abilities. 17. Implement education lesson plans and individualization for infants & toddlers in accordance with his/her needs, based on a method of observing and recording their interests and developmental progress. 18. Support social and emotional development and provide positive guidance and discipline. 19. Maintain a commitment to professionalism and continue personal professional development so that decisions are based on knowledge of early childhood theories and practices. 20. Participate in family style mealtimes with the children as a curriculum activity to model good nutrition and proper social skills. 21. Ensure a purposeful program responsive to the children's needs. 22. In cooperation with parent(s), observe, screen, assess, evaluate, monitor and document infants and toddler's development, health, dental and social-emotional health using appropriate child screenings, assessments and evaluations adhering to the timeliness outlined in the Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, and other applicable regulations and practices including IDEA & Part C/Early On. 23. Refer families to local service agencies when additional services/support are needed. 24. Document and report suspected instances of child abuse as required by law. 25. Develop knowledge of and participate in the eligibility, recruitment, selection, enrollment, and attendance processes. Other Responsibilities: 1. Accurately submit paperwork and progress reports to the supervisor as required. 2. Maintain a complete record keeping system on each child's developmental progress, behavior and health, and parental concerns, referrals and contacts made for special needs. 3. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation, and record keeping for successful individual and program planning. 4. Understand, generate and document In-Kind and other allowable costs applied toward the nonfederal share requirements. 5. Maintain an individual system to assure program's needs for parent involvement in each classroom are maintained. 6. Establish positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children. 7. Participate in the orientation of parents to Early Head Start throughout the year. 8. Facilitate, provide child-care, and support monthly Parent Committee meetings at the center. 9. Schedule and arrange meetings and documents parent-teacher conferences and home visits as required. 10. Involve parents in the educational activities of the program: a) to emphasize their role as the primary caregiver of the child's education and development, b) to support parents with increasing their knowledge, understanding and skills in basic child development. 11. Identify and arrange for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities. 12. Collect monthly In-Kind records from parents and submit reports to their supervisor. 13. Positively promote Early Head Start in the community. 14. Supervise classroom volunteers, including parents as assigned. 15. Work closely with community agencies, as appropriate, for shared activities, recruitment, and transition. Requirements: 1. Ability to work in diverse environments. 2. Extensive knowledge and skills in the field of early childhood development. 3. Extensive computer knowledge of Word & Excel, also the ability to access e-mail and the willingness to learn new programs as needed. 4. Ability to supervise classroom, staff, and volunteers. 5. Knowledge of the state and federal regulations pertaining to child abuse and neglect and DFPS Child Care licensing requirements. 6. Knowledge of local resources and families' cultures. 7. Ability to be responsive to the needs of children and to work well with staff, children, and parents/families. 8. Ability to plan, organize and implement classroom activities. 9. Ability to maintain confidentiality. 10. Ability to maintain accurate records, which reflect the program requirements and progress of children. 11. Ability to demonstrate knowledge, skills, and positive attitude in the field of early childhood education. 12. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public. 13. Ability to project professionalism in conducting daily activities. 14. Ability to read and follow Performance Standards, Program Policies & Procedures, DFPS Child Care Licensing regulations and emails daily. 15. Knowledge of basic food preparation, serving and sanitation procedures. 16. Knowledge of current car seat safety regulations and laws for use when transporting children and families in approved agency vehicles. 17. Ability to lift 60 pounds. 18. Ability to stand, sit on the floor, bend, squat, kneel, lift children, and engage in physical play in various learning environments. 19. Understanding that this position may be exposed to communicable diseases and other hazards such as cigarette smoke, pets, at-risk neighborhoods, etc. 20. Ability to handle moderate to loud noise level in work environment. 21. Ability and consent for up to 50% travel by car, bus, airplane, or train to attend conferences, meetings, and other duties carried out at distant locations in and out of state, and in some cases where overnight travel may be required. 22. Ability to work occasional evening or weekend, as required for events, such as home visits, parent- teacher conferences, parent committee meetings, community events, and social events such as field trips. 23. Possess a valid driver's license. 24. Complete and pass health examination. 25. Confirm work eligibility status. 26. Successfully pass driving history check. 27. Clear criminal background check. English (United States) If you like to work with people that believe they can make a difference in the world, this is the company for you! EEO Statement In accordance with Title VII of the Civil Rights Act of 1964 and other applicable federal and state laws (e.g., the Age Discrimination in Employment Act (ADEA), and the Americans with Disabilities Act (ADA), it is our policy to provide equal employment opportunity and treat all employees equally regardless of race, religion, national origin, color, sex, or any other classification made unlawful or prohibited by federal, state and/or local laws, such as age, citizenship status, veteran or military status, or disability. This policy applies to all terms and conditions of employment, including hiring, promotion, demotion, compensation, training, working conditions, transfer, job assignments, benefits, layoff, and termination. Applicants must be authorized to work for ANY employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time. #LI-Education#LI-Associate#LI-Full-time

Recruitment Incentive for certified staff new to APS Teacherages Available on a Limited Basis Student Loan Repayment Assistance : Secondary School Teacher Minimum Qualifications: Bachelor's degree from a regionally accredited college or university. Current New Mexico Public Education Department 6-12, 5-9, or PK-12 Specialty Area license depending upon grade level(s) being taught. Proper endorsement(s) on license for subject area(s) being taught. Position Summary: A secondary school teacher is responsible for educating students in grades 6-12, covering subjects such as English, mathematics, science, history, or specialized areas like art or technology. This role includes designing lesson plans aligned with curriculum standards, delivering engaging and clear instruction, assessing student progress, and providing constructive feedback. Secondary school teachers must create a positive and inclusive learning environment, manage classroom behavior effectively, and support students' academic, social, and emotional growth. They often collaborate with colleagues, communicate with parents, and participate in school activities and professional development to enhance teaching skills and contribute to the school community. Primary Responsibilities: Instruction and Classroom Management: - Develop and deliver subject-specific lesson plans that align with the curriculum standards. - Use a variety of teaching methods to engage students with different learning styles. - Manage classroom behavior to create a respectful and productive learning environment. - Adapt instructional techniques based on the needs of individual students. Assessment and Grading: - Prepare and grade assignments, quizzes, and exams to evaluate students' progress. - Maintain accurate and timely records of students' performance and progress. - Provide constructive feedback to students and communicate academic performance to parents. Collaboration and Communication: - Participate in meetings, training sessions, and professional development activities. - Collaborate with other teachers, counselors, and staff to support student development. - Communicate effectively with parents and guardians regarding student progress and concerns. Supervision and Support: - Supervise students during non-instructional times, such as before school, lunch, and after school. - Ensure students' safety and follow school policies for emergency and disciplinary procedures. - Provide guidance and mentorship to students, helping them with social, behavioral, or academic challenges. Curriculum and Resource Development: - Prepare and organize classroom resources, including technology and materials. - Adjust and update curriculum and lesson plans to reflect new educational standards or student needs. - Incorporate technology and digital tools to enhance the learning experience. Other duties as assigned by supervisor Physical Requirements: - Standing and Walking: - Frequently required to stand and move around the classroom for extended periods while teaching, supervising, and engaging with students. - Sitting: - Occasional sitting for tasks such as grading, planning, and meetings. - Lifting and Carrying: - May need to lift and carry educational materials, books, and supplies, generally up to 25 pounds. - Reaching, Bending, and Crouching: - Occasionally required to bend, crouch, or reach for materials in high or low storage areas. - Vision and Hearing: - Must have adequate vision to observe students and read instructional materials. Adequate hearing is required to understand student questions and communicate effectively in a busy classroom. - Speaking: - Clear verbal communication is essential to deliver lessons, give instructions, and provide feedback to students and colleagues. - Emergency Response: - May need to respond quickly in emergency situations, potentially including lifting or guiding students in safety drills or during emergencies. REPORTS TO: Building Principal WORK SCHEDULE: 184 Day Contract HOW TO APPLY: Complete the entire application ONLINE to be considered for this position. Provide complete reference information for each reference including name, address, contact number, and email address. Resume and reference letters are optional. Internal applicants may use the internal application. REQUIREMENTS: The applicant, if selected, MUST undergo a FBI Fingerprint Background Report EQUAL EMPLOYMENT OPPORTUNITY-Discrimination against an otherwise qualified individual with a disability or any individual by reason of race, color, religion, sex, sexual orientation, age, or national origin is prohibited. Efforts will be made in recruitment and employment to ensure equal opportunity in employment for all qualified persons. If due to a disability, you are currently unable to perform any of the job duties identified in this job description, advise the personnel department of that condition. The personnel department will make a determination whether a reasonable accommodation can be made in these job duties and procedures to address that disability. REFERENCE'S EMAIL ADDRESSES REQUIRED

Job DescriptionBenefits/Perks Competitive Compensations Career Advancement Opportunities Great Work Environment We are seeking an experienced and energetic Daycare Teacher to join our team! You will be responsible for encouraging childrens intellectual, psychological, and physical growth. The ideal candidate is nurturing, patient, and creative. If you have a passion for helping children learn and reach their potential, we want to hear from you! Responsibilities Plan games and activities that are developmentally appropriate Design a daily and weekly schedule Provide basic care and caregiving activities Evaluate children to ensure they are reaching developmental milestones Communicate with parents and update them on their childrens activities Qualifications Previous experience as a daycare teacher or childcare provider Strong understanding of child development Patient, kind, and nurturing Excellent organizational, communication, and time management skills First aid/CPR certified

Job Title: SPECIAL EDUCATION TEACHER Reports To: PRINCIPAL/ASSISTANT SUPERINTENDENT FOR SPECIAL SERVICES General Job Description: Provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom. Essential Duties and Responsibilities: * Accurate demonstrate knowledge of the content area and approved curriculum. * Appropriately utilize a variety of teaching methods and resources for each area taught. * Communicate with and obtain feedback from students in a manner that enhances student learning and understanding. * Comprehend the principles of student growth, development, and learning, and apply them appropriately. * Utilize student assessment techniques and procedures. * Manage the educational setting in a manner that promotes positive student behavior and a safe and healthy environment. * Recognize student diversity and create an atmosphere conductive to the promotion of positive student involvement and self-concept. * Demonstrate a willingness to examine and implement change, as appropriate. * Work productively with colleagues, parents, and community members. * May assist students with personal hygiene activities such as toileting, diapering and other personal care activities. * Develop and implement appropriate classroom management strategies while maintaining high expectations for student behavior. * Utilize appropriate discipline strategies up to and including safely restraining students. * Follow board policies and administrative rules and regulations. Additional Duties and Responsibilities: * Communicate accurate and up-to-date information to students in a way that enhances student learning, and includes demonstrating effective writing skills and use of Standard English. * Manage time appropriately. * Cooperate with administration, parent, and co-workers. * Create a positive atmosphere, and arrange the physical environment of the classroom for optimum learning. * Demonstrate for students' well-being and positive esteem. * Prepare for instruction and show written evidence of preparation. * Take precautions to protect equipment, materials, and facilities. * Maintain accurate and complete records as required by the school district and report progress, or lack thereof, to parents in a timely manner. * Attend and participate in faculty meetings. * Complete duties (hall, bus, etc.) as assigned. * Leave adequate preparations for the substitute. * Encourage cooperation between students. * Maintain student involvement in appropriate tasks. * Use and apply appropriate conflict resolution skills. * Demonstrate public relations skills. * Use appropriate techniques, strategies, and materials to achieve the desired instructional goal. * Adapt the curriculum to meet the needs of individual students. * Use current technology for instructions and management purposes. * Use diagnostic data to improve instructional programs. * Select, use and interpret evaluation data. * Be available to parents, students, administration, and peers outside the school day, if needed. Page 1 of 3 Roswell Independent School District SPECIAL EDUCATION TEACHER (CONT'D) * Attend extra-curricular activities. * Spend time beyond the school day grading, and recording papers, planning instruction. * Report suspected child abuse and neglect. * Be responsible for students on field trips. * Act as a good role model within the context of the school. * May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. * Develop and use community and professional resources. * Understand and apply learning theories. * Assist the Special Education Department in maintaining compliance with State and Federal regulations. * Maintain appropriate data collection and special education files at building. * Report identified areas of noncompliance to the Principal, Assistant Superintendent for Special Services or Director of Special of Special Education. * Act as a member of the IEP committee when appropriate. * Coordinate or serve as a member of the annual review committee. * Serve as a case manager for student IEP's. * a. Respond to the unique needs of the student. * b. Perform other tasks as may be deemed appropriate and necessary as determined by the IEP, the immediate supervisor, principal, Assistant Superintendent for Special Services or Director of Special Education. * Understand and participate in the development, use and implementation of individualized education plans (IEP's), individualized transition plans, including making necessary modifications. * Accept other responsibilities as deemed appropriate by the supervisor(s) and or the Superintendent. * Serve as a member of the Student Assistance Team (SAT) as needed. * Maintain security for and administer state required assessments. * Account for assigned equipment and materials. * Maintain confidentiality with sensitive matters and treat people with respect and dignity. * Work with a wide variety of individuals in a highly stressful environment. * Be flexible and able to prioritize tasks and maintain accurate and detailed records. * Communicate in well-organized oral and written forms. * Be able to maintain a neat, functional office that is inviting but professional, safe environment. * Report to work on time and work no less than 7.25 hours per day. * Work independently with very little supervision. * Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. * May be required to perform other related duties as assigned by supervisor and/or Superintendent. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. Experience and Education: * Bachelor's degree or higher. * Current New Mexico Teaching license with Endorsements as needed. * Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site or home visits when needed and appropriate. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board.

Job Title: ELEMENTARY TEACHER Reports To: PRINCIPAL General Job Description: Under the supervision of the principal the Elementary teacher will provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom as well as other programs as assigned. Essential Duties and Responsibilities: Accurately demonstrate knowledge of the content area, approved curriculum and pedagogical skills. Demonstrating Knowledge of Students; Students' interest and cultural heritage and Students' special needs. Setting Instructional Outcomes; Suitability for diverse students, value, sequence, alignment, clarity and balance. Designing Coherent Instruction; Learning activities, instructional materials, resources and lesson & unit structure. Designing Student Assessments; Congruence with instructional outcomes and/or formative assessments. Creating and Environment of Respect and Rapport; Teacher interactions with students, including both words and actions. Establishing a Culture for Learning to include; Expectations for learning and achievement. Managing Classroom Procedures to include; Instructional groups, transitions, materials and supplies, and performance of classroom routines. Managing Student Behavior to include; Expectations, monitoring of student behavior and response to student misbehavior. Organizing Physical Space to include; Safety and accessibility and arrangement of furniture and use of physical resources. Communicating with Families or individuals; About the instructional program, about individual students and engagement of families in the instructional program. Communicating with Students to include; Expectations for learning for all students, directions for activities and explanations of content. Using Questioning and Discussion Techniques including; Quality of questions/prompts and student participation. Engaging Students in Learning to include; Grouping of students and structure and pacing. Using Assessment in Instruction to include; Monitoring of student learning, feedback to students and student self-assessment and monitoring of progress. Utilize student assessment techniques and procedures. Work productively with colleagues, parents, community members and administration. Utilize appropriate discipline strategies up to and including safely restraining students. May assist students with personal hygiene activities such as toileting and other personal care activities for students PreK to 2 nd grade. Follow board policies and administrative rules and regulations. Take precautions to protect equipment, materials, and facilities. Maintain accurate and complete records as required by the school district, and report progress or lack thereof to parents in a timely manner. Attend and participate in faculty meetings. Complete duties (hall, bus, etc.) as assigned. Leave adequate preparations for a substitute. Use and apply appropriate conflict resolutions skills. Demonstrate public relations skills. Use diagnostic data to improve instructional programs. Select, use, and interpret evaluation data. Be available to parents, students, administration, and peers outside the school day, if needed. Report suspected child abuse and neglect. Supervise all students in their charge; to include field trips. Understand and apply learning theories Serve as a member of the SAT as needed. Page 1 of 2 Roswell Independent School District ELEMENTARY TEACHER (CONT'D) Understand and participate in the development, use, and implementation of individualized education plans (IEP's), individualized transition plans/SAT plans/504 plans, and Academic Improvement plans including making necessary modifications. Come prepared with data, grades and all pertinent information to assist the team in decision making. Account for assigned equipment and materials, providing principal with inventory. Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. Maintain security for and administer state required assessments. Maintain confidentiality with sensitive matters. Be flexible and able to prioritize tasks. Report to work on time and work no less than 7.25 hours per day. Ability to deescalate students/parents; listening/visiting with them about their concerns prior to them meeting with administrators. Other tasks as may be deemed appropriate and necessary by your immediate supervisor. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school civic leadership. Qualifications: Bachelor's or Master's degree Current New Mexico Teaching license with Endorsements appropriate for the position applying. Valid Drivers' license and Car Insurance (if traveling from site to site) Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site visits when needed. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board.

It's a great feeling to work for a company that does so much good for others around the world! Academic Req: High School degree or GED, and CDA (Child Development Associate) certification. Certifications: Obtain and maintain First Aid and CPR certifications. Work Experience: Prefer 2 years of related experience in the Early Head Start preschool classroom setting. Current or former Head Start employees, students, and parents will receive hiring preference, if qualified. Prefer bilingual (Spanish). Critical Action Items & Measurables Deliverables: 1. Attend all required training, including on-line training sessions, workshops, and staff meetings. 2. Remain up to date on information that pertains to the needs of the children in the program including Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations and other applicable regulations and practices including IDEA & Part C/Early On. 3. Work as a team member with all education staff, parents, and Parent Committee members to implement curriculum that is meaningful and meets the individual goals of each child and program needs. 4. Maintain strict confidentiality with respect to Early Head Start children, families, and staff in accordance with established policies and procedures and other legal requirements i.e., FERPA & HIPPA. 5. Keep up to date on Developmentally Appropriate Practices. 6. Knowledge of developmentally appropriate social-emotional development of infants & toddlers. 7. Collaborate with parents in identifying opportunities to learn about the growth and development of their children. 8. Promote positive attachment between caregivers, children, and families. 9. Model appropriate communication skills, guidance techniques, and developmentally appropriate practices. 10. Continue professional growth by participating in training sessions, ECE classes, etc. 11. Remain familiar with environmental rating scales and implementing appropriate assessment screenings. 12. Develop knowledge of the screenings, assessment, and evaluation instruments. 13. Supervise all classroom activities and outdoor activities. 14. Plan and implement the developmentally and linguistically appropriate curriculum (Frog Street Infants & Toddlers) and experiences in the manner appropriate to the ages, languages and cultures of children served. 15. Document and provide Part C Service Coordination for children with special needs. Communicate Service Coordination efforts with Director of Family Engagement and Managers. 16. Plan and implement learning experiences that strengthen the intellectual and physical competencies of infants and toddlers, supporting their readiness for school through literacy, phonemic print, and numeracy awareness. Use of enriched language to further their understanding of increasingly complex and varied vocabulary. Exposure to various books, demonstrates developmentally appropriate book handling skills, and supports emerging problem-solving abilities. 17. Implement education lesson plans and individualization for infants & toddlers in accordance with his/her needs, based on a method of observing and recording their interests and developmental progress. 18. Support social and emotional development and provide positive guidance and discipline. 19. Maintain a commitment to professionalism and continue personal professional development so that decisions are based on knowledge of early childhood theories and practices. 20. Participate in family style mealtimes with the children as a curriculum activity to model good nutrition and proper social skills. 21. Ensure a purposeful program responsive to the children's needs. 22. In cooperation with parent(s), observe, screen, assess, evaluate, monitor and document infants and toddler's development, health, dental and social-emotional health using appropriate child screenings, assessments and evaluations adhering to the timeliness outlined in the Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, and other applicable regulations and practices including IDEA & Part C/Early On. 23. Refer families to local service agencies when additional services/support are needed. 24. Document and report suspected instances of child abuse as required by law. 25. Develop knowledge of, and participate in, the eligibility, recruitment, selection, enrollment, and attendance processes. Other Responsibilities: 1. Accurately submit paperwork and progress reports to the supervisor as required. 2. Maintain a complete record keeping system on each child's developmental progress, behavior and health, and parental concerns, referrals and contacts made for special needs. 3. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation, and record keeping for successful individual and program planning. 4. Understand, generate and document In-Kind and other allowable costs applied toward the non-federal share requirements. 5. Maintain an individual system to assure program's needs for parent involvement in each classroom are maintained. 6. Establish positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children. 7. Participate in the orientation of parents to Early Head Start throughout the year. 8. Facilitate, provide child-care, and support monthly Parent Committee meetings at the center. 9. Schedule and arrange meetings and documents parent-teacher conferences and home visits as required. 10. Involve parents in the educational activities of the program: a. To emphasize their role as the primary caregiver of the child's education and development. b. To support parents with increasing their knowledge, understanding and skills in basic child development. 11. Identify and arrange for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities. 12. Collect monthly In-Kind records from parents and submit reports to their supervisor. 13. Positively promote Early Head Start in the community. 14. Supervise classroom volunteers, including parents as assigned. 15. Work closely with community agencies, as appropriate, for shared activities, recruitment, and transition. Requirements: 1. Ability to work in diverse environments. 2. Extensive knowledge and skills in the field of early childhood development. 3. Extensive computer knowledge of Word & Excel, also the ability to access e-mail and the willingness to learn new programs as needed. 4. Ability to supervise classroom, staff, and volunteers. 5. Knowledge of the state and federal regulations pertaining to child abuse and neglect and DFPS Child Care licensing requirements. 6. Knowledge of local resources and families' cultures. 7. Ability to be responsive to the needs of children and to work well with staff, children, and parents/families. 8. Ability to plan, organize and implement classroom activities. 9. Ability to maintain confidentiality. 10. Ability to maintain accurate records, which reflect the program requirements and progress of children. 11. Ability to demonstrate knowledge, skills, and positive attitude in the field of early childhood education. 12. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public. 13. Ability to project professionalism in conducting daily activities. 14. Ability to read and follow Performance Standards, Program Policies & Procedures, DFPS Child Care Licensing regulations and emails daily. 15. Knowledge of basic food preparation, serving and sanitation procedures. 16. Knowledge of current car seat safety regulations and laws for use when transporting children and families in approved agency vehicles. 17. Ability to lift 60 pounds. 18. Ability to stand, sit on the floor, bend, squat, kneel, lift children, and engage in physical play in various learning environments. 19. Understanding that this position may be exposed to communicable diseases and other hazards such as cigarette smoke, pets, at-risk neighborhoods, etc. 20. Ability to handle moderate to loud noise level in work environment. 21. Ability and consent for up to 50% travel by car, bus, airplane, or train to attend conferences, meetings, and other duties carried out at distant locations in and out of state, and in some cases where overnight travel may be required. 22. Ability to work occasional evening or weekend, as required for events, such as home visits, parent- teacher conferences, parent committee meetings, community events, and social events such as field trips. 23. Possess a valid driver's license. 24. Complete and pass health examination. 25. Confirm work eligibility status. 26. Successfully pass driving history check. 27. Clear criminal background check. English (United States) If you like to work with people that believe they can make a difference in the world, this is the company for you! EEO Statement In accordance with Title VII of the Civil Rights Act of 1964 and other applicable federal and state laws (e.g., the Age Discrimination in Employment Act (ADEA), and the Americans with Disabilities Act (ADA), it is our policy to provide equal employment opportunity and treat all employees equally regardless of race, religion, national origin, color, sex, or any other classification made unlawful or prohibited by federal, state and/or local laws, such as age, citizenship status, veteran or military status, or disability. This policy applies to all terms and conditions of employment, including hiring, promotion, demotion, compensation, training, working conditions, transfer, job assignments, benefits, layoff, and termination. Applicants must be authorized to work for ANY employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time. #LI-Education#LI-Associate#LI-Full-time

WE ARE NOW ACCEPTING APPLICATIONS FOR SUBSTITUTE TEACHERS FOR THE 2025-2026 SCHOOL YEAR (NEXT YEAR) MINIMUM QUALIFICATIONS: 18 years of age High School Diploma or Equivalent Substitute Teacher License issued by the New Mexico Public Education Dept. ($50.00) FBI Background Clearance Report ($59.00) *Reimbursible by the District HOW TO APPLY: Complete the entire application ONLINE to be considered for this position. Provide complete reference information for each reference including name, address, contact number, and email address. Resume and reference letters are optional. REQUIREMENTS: The applicant, if selected, MUST undergo a FBI Fingerprint Background Report EQUAL EMPLOYMENT OPPORTUNITY-The Artesia Public Schools District is an EQUAL OPPORTUNITY EMPLOYER. Applications are considered without regard to race, gender, creed, age, national origin, or disability in compliance with Federal and State laws. * REFERENCE'S EMAIL ADDRESSES ARE REQUIRED *

Job Title: ELEMENTARY TEACHER Reports To: PRINCIPAL General Job Description: Under the supervision of the principal the Elementary teacher will provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom as well as other programs as assigned. Essential Duties and Responsibilities: * Accurately demonstrate knowledge of the content area, approved curriculum and pedagogical skills. * Demonstrating Knowledge of Students; Students' interest and cultural heritage and Students' special needs. * Setting Instructional Outcomes; Suitability for diverse students, value, sequence, alignment, clarity and balance. * Designing Coherent Instruction; Learning activities, instructional materials, resources and lesson & unit structure. * Designing Student Assessments; Congruence with instructional outcomes and/or formative assessments. * Creating and Environment of Respect and Rapport; Teacher interactions with students, including both words and actions. * Establishing a Culture for Learning to include; Expectations for learning and achievement. * Managing Classroom Procedures to include; Instructional groups, transitions, materials and supplies, and performance of classroom routines. * Managing Student Behavior to include; Expectations, monitoring of student behavior and response to student misbehavior. * Organizing Physical Space to include; Safety and accessibility and arrangement of furniture and use of physical resources. * Communicating with Families or individuals; About the instructional program, about individual students and engagement of families in the instructional program. * Communicating with Students to include; Expectations for learning for all students, directions for activities and explanations of content. * Using Questioning and Discussion Techniques including; Quality of questions/prompts and student participation. * Engaging Students in Learning to include; Grouping of students and structure and pacing. * Using Assessment in Instruction to include; Monitoring of student learning, feedback to students and student self-assessment and monitoring of progress. * Utilize student assessment techniques and procedures. * Work productively with colleagues, parents, community members and administration. * Utilize appropriate discipline strategies up to and including safely restraining students. * May assist students with personal hygiene activities such as toileting and other personal care activities for students PreK to 2nd grade. * Follow board policies and administrative rules and regulations. * Take precautions to protect equipment, materials, and facilities. * Maintain accurate and complete records as required by the school district, and report progress or lack thereof to parents in a timely manner. * Attend and participate in faculty meetings. * Complete duties (hall, bus, etc.) as assigned. * Leave adequate preparations for a substitute. * Use and apply appropriate conflict resolutions skills. * Demonstrate public relations skills. * Use diagnostic data to improve instructional programs. * Select, use, and interpret evaluation data. * Be available to parents, students, administration, and peers outside the school day, if needed. * Report suspected child abuse and neglect. * Supervise all students in their charge; to include field trips. * Understand and apply learning theories * Serve as a member of the SAT as needed. Page 1 of 2 Roswell Independent School District ELEMENTARY TEACHER (CONT'D) * Understand and participate in the development, use, and implementation of individualized education plans (IEP's), individualized transition plans/SAT plans/504 plans, and Academic Improvement plans including making necessary modifications. Come prepared with data, grades and all pertinent information to assist the team in decision making. * Account for assigned equipment and materials, providing principal with inventory. * Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. * Maintain security for and administer state required assessments. * Maintain confidentiality with sensitive matters. * Be flexible and able to prioritize tasks. * Report to work on time and work no less than 7.25 hours per day. * Ability to deescalate students/parents; listening/visiting with them about their concerns prior to them meeting with administrators. * Other tasks as may be deemed appropriate and necessary by your immediate supervisor. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school civic leadership. Qualifications: * Bachelor's or Master's degree * Current New Mexico Teaching license with Endorsements appropriate for the position applying. * Valid Drivers' license and Car Insurance (if traveling from site to site) Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site visits when needed. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board.

Meet State Licensure Requirements, Endorsed in Special Education. Roswell Independent School District Job Title: SPECIAL EDUCATION TEACHER Reports To: PRINCIPAL/ASSISTANT SUPERINTENDENT FOR SPECIAL SERVICES General : Provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom. Essential Duties and Responsibilities: Accurate demonstrate knowledge of the content area and approved curriculum. Appropriately utilize a variety of teaching methods and resources for each area taught. Communicate with and obtain feedback from students in a manner that enhances student learning and understanding. Comprehend the principles of student growth, development, and learning, and apply them appropriately. Utilize student assessment techniques and procedures. Manage the educational setting in a manner that promotes positive student behavior and a safe and healthy environment. Recognize student diversity and create an atmosphere conductive to the promotion of positive student involvement and self-concept. Demonstrate a willingness to examine and implement change, as appropriate. Work productively with colleagues, parents, and community members. May assist students with personal hygiene activities such as toileting, diapering and other personal care activities. Develop and implement appropriate classroom management strategies while maintaining high expectations for student behavior. Utilize appropriate discipline strategies up to and including safely restraining students. Follow board policies and administrative rules and regulations. Additional Duties and Responsibilities: Communicate accurate and up-to-date information to students in a way that enhances student learning, and includes demonstrating effective writing skills and use of Standard English. Manage time appropriately. Cooperate with administration, parent, and co-workers. Create a positive atmosphere, and arrange the physical environment of the classroom for optimum learning. Demonstrate for students' well-being and positive esteem. Prepare for instruction and show written evidence of preparation. Take precautions to protect equipment, materials, and facilities. Maintain accurate and complete records as required by the school district and report progress, or lack thereof, to parents in a timely manner. Attend and participate in faculty meetings. Complete duties (hall, bus, etc.) as assigned. Leave adequate preparations for the substitute. Encourage cooperation between students. Maintain student involvement in appropriate tasks. Use and apply appropriate conflict resolution skills. Demonstrate public relations skills. Use appropriate techniques, strategies, and materials to achieve the desired instructional goal. Adapt the curriculum to meet the needs of individual students. Use current technology for instructions and management purposes. Use diagnostic data to improve instructional programs. Select, use and interpret evaluation data. Be available to parents, students, administration, and peers outside the school day, if needed. Page 1 of 3 Roswell Independent School District SPECIAL EDUCATION TEACHER (CONT'D) Attend extra-curricular activities. Spend time beyond the school day grading, and recording papers, planning instruction. Report suspected child abuse and neglect. Be responsible for students on field trips. Act as a good role model within the context of the school. May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. Develop and use community and professional resources. Understand and apply learning theories. Assist the Special Education Department in maintaining compliance with State and Federal regulations. Maintain appropriate data collection and special education files at building. Report identified areas of noncompliance to the Principal, Assistant Superintendent for Special Services or Director of Special of Special Education. Act as a member of the IEP committee when appropriate. Coordinate or serve as a member of the annual review committee. Serve as a case manager for student IEP's. a. Respond to the unique needs of the student. b. Perform other tasks as may be deemed appropriate and necessary as determined by the IEP, the immediate supervisor, principal, Assistant Superintendent for Special Services or Director of Special Education. Understand and participate in the development, use and implementation of individualized education plans (IEP's), individualized transition plans, including making necessary modifications. Accept other responsibilities as deemed appropriate by the supervisor(s) and or the Superintendent. Serve as a member of the Student Assistance Team (SAT) as needed. Maintain security for and administer state required assessments. Account for assigned equipment and materials. Maintain confidentiality with sensitive matters and treat people with respect and dignity. Work with a wide variety of individuals in a highly stressful environment. Be flexible and able to prioritize tasks and maintain accurate and detailed records. Communicate in well-organized oral and written forms. Be able to maintain a neat, functional office that is inviting but professional, safe environment. Report to work on time and work no less than 7.25 hours per day. Work independently with very little supervision. Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. May be required to perform other related duties as assigned by supervisor and/or Superintendent. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school vocational lab students. Experience and Education: Bachelor's degree or higher. Current New Mexico Teaching license with Endorsements as needed. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site or home visits when needed and appropriate. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board. Roswell Independent School District Job Title: PRE-K EARLY CHILDHOOD TEACHER Reports To: PRINCIPAL General Job Description: Under the supervision of the principal, the Early Childhood teacher will provide an educational program for students and other programs as assigned. Essential Duties and Responsibilities: Child growth, development and learning: Foundations for all learning are established during early childhood. Biological-physical, social, cultural, emotional, cognitive, and language domains are inherently intertwined in growth and development. Early childhood professionals must understand this process of development and the adult's role in supporting each child's growth, development, and learning. Incorporate understanding of developmental stages, processes, and theories of growth, development, and learning into developmentally appropriate practice. Demonstrate knowledge of the interaction between maturation and environmental factors that influence physical, social, emotional, cognitive, and cultural domains in the healthy development of each child. Demonstrate knowledge of the significance of individual differences in development and learning. Demonstrate knowledge of how certain differences may be associated with rate of development and developmental patterns associated with developmental delays and/or specific disabilities. Demonstrate knowledge of the similarities between children who are developing typically and those with special needs. Provide a variety of activities that facilitate development of the whole child in the following areas: physical/motor, social/emotional, language/cognitive and adaptive/living skills. Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture and society. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years. Demonstrate knowledge of the developmental sequence of language and literacy, including the influence of culture and home factors. Demonstrate knowledge of how children acquire and use verbal, non-verbal, and alternative means of communication. Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways. Use appropriate guidance to support the development of self-regulatory capacities in young children. Health, safety and nutrition: Early childhood professionals promote physical and mental health and appropriate nutrition and provide an emotionally and physically safe environment for young children in partnership with their families. Sound health, safety, and nutritional practices provide the foundation for development and learning. Good nutrition and eating habits. A safe environment prevents and reduces injuries for young children who are only beginning to recognize dangerous situations. Recognize and respond to each child's physical health, intellectual and emotional wellbeing, and nutritional and safety needs. Appropriately plan, maintain, and facilitate the use of the indoor and outdoor learning environments to promote each child's physical and emotional well-being. Use appropriate health appraisal and management procedures and makes referrals when necessary. Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to appropriate professionals, and, in cases of suspected abuse or neglect, reporting to designated authorities. Establish an environment that provides opportunities and reinforcement for children's practice of healthy behaviors that promote appropriate nutrition and physical and psychological wellbeing. Provide a consistent daily schedule for rest/sleep, as developmentally appropriate. Page 1 of 5 Roswell Independent School District PRE-K EARLY CHILDHOOD TEACHER (CONT'D) Implement health care and educational activities for children and families based on health and nutritional information that is responsive to diverse cultures. Assist young children and their families, as individually appropriate, in developing decision-making and interpersonal skills that enable them to make healthy choices and establish health-promoting behaviors. Family and community collaboration: Early childhood professionals are committed to family-centered practices. They maintain an open, friendly, and cooperative relationship with each child's family, encouraging family involvement, and supporting the child's relationship with his or her family. The diverse cultures and languages representative of families in New Mexico's communities are honored. Seek and maintain a collaborative relationship with parents, guardians, families, community agencies, and other professionals to meet the needs of each child. Create and maintain a safe and welcoming environment for families and community members. Establish frequent contact with parents and guardians through a variety of communication strategies, including communication in the home language of each child to provide ongoing, relevant information to families about child growth, development, and learning. Demonstrate knowledge of and respect for variations across cultures, in terms of family strengths, expectations, values, and child-rearing practices. Demonstrate understanding of the complexity and dynamics of family systems. Demonstrate understanding of the effects of family stress on the behavior of children and other family members. Demonstrate the ability to incorporate the families' desires/goals for their children into classroom and/or intervention strategies. Develop partnerships with family members to promote early literacy in the home. Involve families and community members in contributing to the learning environment. Establish partnerships with community members in promoting literacy. Demonstrate ability to communicate to families the program's policies, procedures, and those procedural safeguards that are mandated by state and federal regulations. Developmentally appropriate content: Early childhood professionals demonstrate knowledge of child development and learning, as well as content knowledge, both in terms of academic discipline and interdisciplinary integration. Their approach to curriculum content emerges from multiple sources, such as play and exploration, and is appropriate for the ages and developmental levels of the children with whom they work. Content includes, but is not limited to, the arts, literacy, mathematics, physical education, health, social studies, science, and technology. Children's initial experiences with these content areas form the foundation for later understanding and success. Demonstrate knowledge of relevant content for young children and developmentally appropriate ways of integrating content into teaching and learning experiences for children from birth through age eight. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels. Demonstrate knowledge of what is important in each content area, why it is of value, and how it links with earlier and later understandings within and across areas. Demonstrate knowledge of the reading and writing components of literacy at each developmental level. Develop, implement, and evaluate an integrated curriculum that focuses on children's development and interests, using their language, home experiences and cultural values. Adapt content to meet the needs of each child, including the development of individualized family service plans (IFSP) and/or individualized education plans (IEP) for children with special needs through the team process with families and other team members. Provides and uses anti-bias materials/literature and experiences in all content areas of the curriculum. Learning environment and curriculum implementation: Teaching and learning with young children is a complex process embedded in relationships. These teaching and learning relationships provide the scaffold for jointly constructing meanings about self, others, and the world. Early childhood professionals use their child development knowledge, their knowledge of developmentally appropriate practices, and their content knowledge to design, implement, and evaluate experiences that promote optimal development and learning for all children from birth through age eight. In addition, their use of observations is grounded in a Page 2 of 5 Roswell Independent School District PRE-K EARLY CHILDHOOD TEACHER (CONT'D) thorough understanding of children's families, cultures, and communities. Early childhood professionals encourage young children's problem solving, critical thinking, and academic and social competence within a supportive and challenging learning environment. These challenging teaching and learning experiences build children's confidence in themselves as competent learners. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with special needs. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, special needs, and the language and cultures in New Mexico. Demonstrate knowledge and skill in the use of developmentally appropriate guidance techniques and strategies that provide opportunities to assist children in developing positive thoughts and feelings about themselves and others through cooperative interaction with peers and adults. Create and manage learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem-solving, and inquiry experiences. Demonstrate understanding that each child's creative expression is unique and can be encouraged through diverse ways, including creative play. Plan blocks of interrupted time for children to persist at self-chosen activities, both indoors in out. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children's development and learning. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions. Create and manage a literacy-rich environment that is responsive to each child's unique path of development. Use a variety of language strategies during adult-child and child-child interactions and facilitate dialogue of expressive language and thought. Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of literacy skills. Demonstrate knowledge of developmentally appropriate uses of technology, including assistive technology. Demonstrate the ability to work collaboratively with educational assistants, volunteers, and others to individualize the curriculum and to meet program goals. Demonstrate effective written and oral communication skills when working with children, families, and early care, education, and family support professionals. Assessment of children and evaluation of programs: Early childhood professionals must develop knowledge of diverse assessment approaches, including observational skills. They use appropriate on-going documentation and report information to families and professionals. Appropriate early childhood assessment is responsive to cultural and linguistic differences. It includes information from multiple sources, e.g., observations, checklists, interviews, and both formal and informal standardized measures in diverse settings for making educational decisions about children. The assessment data gathered from multiple sources that has a major impact on children should be made by a team of family members, teachers, and other professionals. In addition, early childhood professionals engage in systematic, on-going evaluation of their programs. Demonstrate knowledge of assessment and evaluation practices that are valid and appropriate. Demonstrate knowledge of maintaining appropriate records of children's development and behavior that safeguard confidentiality and privacy. Demonstrate knowledge of the educator's role as a participating member of the assessment process as described and mandated by state and federal regulations for individual family service plans (IFSP) and individual education plans IEP). Demonstrate understanding of the influences of environmental factors, cultural/linguistic differences, and diverse ways of learning on assessment outcomes. Involve the family and, as appropriate, other team members in assessing the child's development, strengths, and needs in order to set goals for the child. Share assessment results as appropriate with families in clear, supportive ways. Page 3 of 5 Roswell Independent School District PRE-K EARLY CHILDHOOD TEACHER (CONT'D) Involve all stakeholders in program evaluations. Demonstrate knowledge of a variety of techniques and procedures to evaluate and modify program goals for young children and their families. Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community. Use both self and collaborative evaluations as part of ongoing program evaluations. Professionalism: Professionalism is built upon individual integrity, responsibility, and ethical practices that demonstrate a profound respect for all children and their families. Early childhood professionals embrace a multicultural perspective that is responsible to individuals in culturally diverse communities in New Mexico. Professionals make decisions based upon knowledge of early childhood theories and practices that recognize diversity of ability, developmental level, and family characteristics. Early childhood professionals advocate for excellence in early childhood programs and participate in on-going professional development to enhance their knowledge and skills. Consistently adheres to professional codes of ethics and conduct. Demonstrate knowledge of federal, state and local regulations regarding programs and services for children birth through eight years of age. Demonstrate understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession. Articulate a personal philosophy of appropriate early care and education that responds to practices that support inclusion and cultural and linguistic diversity through actions and attitudes. Demonstrate critical reflection of one's own professional and educational practices from community, state, national, and global perspectives. Demonstrate understanding of the early childhood profession, its multiple, historical, philosophical and social foundations, and how these foundations influence current thought and practice. Demonstrate a commitment to advocacy for excellence in programs and services for young children and their families. Demonstrate knowledge of other professions that provide related services for young children and their families. Participate in professional organizations and in on-going professional development to enhance knowledge and skills in working with young children and adults. Demonstrate knowledge of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers. Maintain confidentiality with sensitive matters. Be flexible and able to prioritize tasks. Report to work on time and work no less than 7.25 hours per day. Ability to deescalate students/parents; listening/visiting with them about their concerns prior to them meeting with administrators. Other tasks as may be deemed appropriate and necessary by your immediate supervisor. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school civic leadership Students in your charge. Qualifications: Bachelor's or Master's degree Current New Mexico Teaching license with Endorsements appropriate for the position applying Hold an Early Childhood License (250) Valid Driver's license and Car Insurance (if traveling from site to site) Page 4 of 5 Roswell Independent School District PRE-K EARLY CHILDHOOD TEACHER (CONT'D) Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May work under stressful conditions on occasion. Terms of Employment:

WE ARE NOW ACCEPTING APPLICATIONS FOR SUBSTITUTE TEACHERS FOR THE 2025-2026 SCHOOL YEAR (NEXT YEAR) MINIMUM QUALIFICATIONS: * 18 years of age * High School Diploma or Equivalent * Substitute Teacher License issued by the New Mexico Public Education Dept. ($50.00) * FBI Background Clearance Report ($59.00) *Reimbursible by the District HOW TO APPLY: Complete the entire application ONLINE to be considered for this position. Provide complete reference information for each reference including name, address, contact number, and email address. Resume and reference letters are optional. REQUIREMENTS: The applicant, if selected, MUST undergo a FBI Fingerprint Background Report EQUAL EMPLOYMENT OPPORTUNITY-The Artesia Public Schools District is an EQUAL OPPORTUNITY EMPLOYER. Applications are considered without regard to race, gender, creed, age, national origin, or disability in compliance with Federal and State laws. * REFERENCE'S EMAIL ADDRESSES ARE REQUIRED *

Job Title: SECONDARY TEACHER Reports To: PRINCIPAL General Job Description: Under the supervision of the principal the Secondary teacher will provide guidance and instructional experiences that are academically and developmentally appropriate for each student assigned to that classroom as well as other programs as assigned. Essential Duties and Responsibilities: * Accurately demonstrate knowledge of the content area, approved curriculum and pedagogical skills. * Demonstrating Knowledge of Students; Students' interest and cultural heritage and Students' special needs. * Setting Instructional Outcomes; Suitability for diverse students, value, sequence, alignment, clarity and balance. * Designing Coherent Instruction; Learning activities, instructional materials, resources and lesson & unit structure. * Designing Student Assessments; Congruence with instructional outcomes and/or formative assessments. * Creating and Environment of Respect and Rapport; Teacher interactions with students, including both words and actions. * Establishing a Culture for Learning to include; Expectations for learning and achievement. * Managing Classroom Procedures to include; Instructional groups, transitions, materials and supplies, and performance of classroom routines. * Managing Student Behavior to include; Expectations, monitoring of student behavior and response to student misbehavior. * Organizing Physical Space to include; Safety and accessibility and arrangement of furniture and use of physical resources. * Communicating with Families or individuals; about the instructional program, about individual students and engagement of families in the instructional program. * Communicating with Students to include; Expectations for learning for all students, directions for activities and explanations of content. * Using Questioning and Discussion Techniques including; Quality of questions/prompts and student participation. * Engaging Students in Learning to include; Grouping of students and structure and pacing. * Using Assessment in Instruction to include; Monitoring of student learning, feedback to students and student self-assessment and monitoring of progress. * Utilize student assessment techniques and procedures. * Work productively with colleagues, parents, community members and administration. * Follow board policies and administrative rules and regulations. * Take precautions to protect equipment, materials, and facilities. * Maintain accurate and complete records as required by the school district, and report progress or lack thereof to parents in a timely manner. * Attend and participate in faculty meetings. * Complete duties (hall, bus, etc.) as assigned. * Leave adequate preparations for a substitute. * Use and apply appropriate conflict resolutions skills. * Demonstrate public relations skills. * Use diagnostic data to improve instructional programs. * Select, use, and interpret evaluation data. * Be available to parents, students, administration, and peers outside the school day, if needed. * Report suspected child abuse and neglect. * Be responsible for students on field trips. * Act as a good role model within the context of the school. * Understand and apply learning theories. * Understand and participate in the development, use, and implementation of individualized education plans (IEP's), individualized transition plans/SAT plans/504 plans, and Academic Improvement plans including making necessary modifications. Come prepared with data, grades and all pertinent information to assist the team in decision making. Page 1 of 2 Roswell Independent School District SECONDARY TEACHER (CONT'D) * Account for assigned equipment and materials, providing principal with inventory. * Serve as a member of the SAT as needed. * Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. * Maintain security for and administer state required assessments. * Maintain confidentiality with sensitive matters. * Be flexible and able to prioritize tasks. * Report to work on time and work no less than 7.25 hours per day. * Ability to deescalate students/parents; listening/visiting with them about their concerns prior to them meeting with administrators. * Other tasks as may be deemed appropriate and necessary by your principal. Supervisory Responsibilities: May supervise educational assistants, practicum students, student teachers, and high school civic leadership. Qualifications: * Bachelor's or Master's degree * Current New Mexico Teaching license with Endorsements appropriate for the position applying. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May make site visits when needed. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board.

MAKE SURE AND UPLOAD OR BRING IN YOUR TRANSCRIPTS. YOU WILL NEED TO HAVE TWO REFERENCES (WITH EMAIL ADDRESSES) AND TRANSCRIPTS/DIPLOMA/RESUME TO COMPLETE YOUR FILE $120 A DAY FOR CERTIFIED TEACHERS $150 A DAY. Roswell Independent School District Job Title: SUBSTITUTE TEACHER/ASSOCIATE/SECRETARY Reports To: ASSISTANT SUPERINTENDENT FOR HUMAN RESOURCES, DIRECTOR OF HUMAN RESOURCES AND/OR BUILDING PRINCIPAL General Job Description: The job of substitute is for the purposes of providing support to district employees whose job requires that a substitute be present during times of absence of teacher and/or associate during the school day. Essential Duties and Responsibilities: Report to work at scheduled time; 7.25 hours for teacher and 7 hours for associate/secretary (if full day). Long Term Substitute teacher is required to complete lesson plans/grades and all other duties assigned to the teacher they are substituting for. Prior to the beginning of the school year, a substitute must be at least 18 years old for those seeking to perform instructional services in grades K-6 and must be at least 21 years old for those seeking to perform instructional services 7-12. Accept substitute assignments as offered. Follow lesson plans/instructions of classroom teacher/associate and/or secretary. Provide a secure, safe environment for students. Substitute must request proper identification (I.D./Driver's license etc.) of person picking student up from school. Maintain effective classroom management. Implement successful strategies for teaching effective lessons. Be prepared with grade-level appropriate educational environment for students. At the end of the day, provide summary for classroom teacher/associate and/or secretary. Comply with state and federal laws, RISD Code of Conduct and Code of Ethics, school board policies and procedures. Work with a wide variety of individuals in a highly stressful environment. Communicate in well-organized oral and written forms. Make sound decisions and demonstrate intellectual capabilities. Maintain confidentiality with sensitive matters. Maintain confidentiality with sensitive matters. Be flexible and able to prioritize tasks and maintain accurate and detailed records. Work independently with very little supervision. May be required to perform other functions/duties as assigned by teacher/associate/secretary and/or principal. Supervisory Responsibilities: None Qualifications: High School diploma or GED Current Driver's license and Car Insurance. Obtain satisfactory background check for District Obtain satisfactory background check for PED Licensure ($59.00 fee) Obtain valid substitute teaching license ($50.00 PED application fee) Ability to travel from site to site. Prior experience working with children, preferred. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Page 1 of 2 Roswell Independent School District SUBSTITUTE TEACHER/ASSOCIATE/SECRETARY (CONT'D) Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board.

STUDENT LOAN REPAYMENT ASSISTANCE 80% OF MEDICAL/DENTAL INSURANCE PREMIUMS PAID BY THE DISTRICT : Special Education Educational Assistant Minimum Qualifications: * High School Diploma or Equivalent * New Mexico Public Education Department Level 3 Educational Assistant License Requires Associate's Degree, 48 hours college credit, or Passage of ParaPro Assessment * Strong communication and teamwork skills * Patience, compassion, and adaptability in working with diverse student needs Position Summary: The Special Education Educational Assistant provides instructional and behavioral support to students with disabilities under the supervision of a certified special education teacher. This role involves assisting with academic instruction, classroom management, and personal care tasks to ensure students' success in an inclusive and supportive environment. Essential Duties and Responsibilities: * Support students with disabilities in both special education and general education classrooms. * Assist in the implementation of Individualized Education Programs (IEPs) under the direction of the special education teacher. * Provide one-on-one or small group instruction as needed. * Support students with adaptive skills, including personal hygiene, feeding, mobility, and toileting. * Monitor and assist with students' behavioral and social development. * Utilize positive behavior reinforcement strategies and assist in implementing behavior intervention plans (BIPs). * Supervise students during classroom activities, recess, lunch, and transportation if necessary. * Assist in collecting data for progress monitoring and IEP goals. * Collaborate with teachers, therapists, and other staff to support student learning. * Set up and organize classroom materials, prepare instructional activities, and maintain a clean and safe learning environment. * Communicate effectively with teachers, parents, and administrators regarding student progress and needs. * Perform other related duties as assigned by the supervising teacher or administrator. Physical Requirements: * Ability to lift and carry up to 50 pounds. * Frequent standing, walking, bending, kneeling, and crouching. * Ability to assist students with mobility challenges, including transferring in and out of wheelchairs and adaptive seating. * Capacity to perform physical interventions when necessary to ensure student safety. * Sufficient vision and hearing abilities to monitor student behavior and academic progress. * Ability to respond quickly to emergencies and adapt to physically demanding situations. Work Environment: * Work is primarily performed in a school setting, including classrooms, hallways, playgrounds, and other campus areas. * Exposure to various student behaviors, including potential physical aggression. * May require attending field trips, school events, or community outings with students. REPORTS TO: Building Principal HOW TO APPLY: Complete the entire application ONLINE to be considered for this position. Provide complete reference information for each reference including name, address, contact number, and email address. Resume and reference letters are optional. REQUIREMENTS: The applicant, if selected, MUST undergo a FBI Fingerprint Background Report EQUAL EMPLOYMENT OPPORTUNITY-Discrimination against an otherwise qualified individual with a disability or any individual by reason of race, color, religion, sex, sexual orientation, age, or national origin is prohibited. Efforts will be made in recruitment and employment to ensure equal opportunity in employment for all qualified persons. If due to a disability, you are currently unable to perform any of the job duties identified in this job description, advise the personnel department of that condition. The personnel department will make a determination whether a reasonable accommodation can be made in these job duties and procedures to address that disability. * REFERENCE'S E-MAIL ADDRESSES REQUIRED*

Job Title: EDUCATOR FELLOWS EDUCATIONAL ASSISTANT (PRE-K-12 EDFELLOWS) Reports To: TEACHER/PRINCIPAL General Job Description: Assist with instructional support and classroom management for individuals and small groups of students. Interact with immediate supervisor, teachers and parents. Assume responsibility for tasks under the direct supervision of a certified teacher. Work toward a Bachelor's degree and employment in the field of education. Essential Duties and Responsibilities: * Display a desire to work with students. * Work as a member of a team. * Communicate effectively both verbally and in writing. * Assist licensed personnel in school environment when individual differences are respected. * Respond to students as individuals. * Help maintain cohesiveness in school environment. * Assist with supplementary work for students and supervise independent study in the school environment. * Use current technology for instructional management needs. * Assist in maintaining students' involvement in appropriate tasks. * Provide assistance with individualized program materials. * May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities. * Assist the teacher in compilation of educational materials, bulletin boards, and work centers. * Work under supervision of certified teacher(s), prepare for classroom activities. * Work with small groups of students to reinforce material initially introduced by the teacher. * Assist individual children in need of special attention. * Guide independent study, enrichment and/or remedial work setup by the teacher(s). * Assist with reading and/or storytelling. * Assist small groups of students in the library and other settings. * Participate in required professional development. * Contribute to the welfare and effectiveness of the classroom(s), the school, and the district by adhering to high standards of performance and interpersonal relationships. * Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. * May be asked to be in charge of the classroom for brief periods of time. * Maintain confidentiality with sensitive matters. * Be flexible and able to prioritize tasks and maintain accurate and detailed records. * Report to work on time and work no less than 7 hours per day. * Work independently with very little supervision. * Other tasks as may be deemed appropriate and necessary by your immediate supervisor. * Three-year commitment upon completion of program Qualifications: * Must be 18 years of age * High School diploma or GED, additional education and/or training desirable. * Possess or qualify for a New Mexico Level III Educational Assistance license. * Valid Driver's license and Car Insurance (if traveling from site to site.) * Be enrolled or eligible to enroll in required coursework (minimum of 9 credit hours per year). Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Page 1 of 2 Roswell Independent School District EDUCATOR FELLOWS EDUCATIONAL ASSISTANT (PRE-K-12 EDFELLOWS) Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board

Job Title: SPECIAL SERVICES EDUCATIONAL ASSISTANT (Behavior Support) Reports To: DIRECTOR OF SPECIAL SERVICES; BEHAVIOR SUPPORT SPECIALIST; PRINCIPAL General Job Description: The Behavior Support Education Assistant is responsible to assist the Behavior Support Specialist with providing behavioral supports to classroom teachers and educational assistants. Essential Duties and Responsibilities: Serve as a district wide resource for classroom teachers and educational assistants. Communicate effectively both verbally and in writing. Provide direct and/or indirect service to students. Help maintain cohesiveness in school/classroom environment. Use current technology for instructional management needs. Participate in district training programs, i.e. CPI training in order to perform physical restraints. Assist licensed personnel with student discipline up to and including safely restraining students. Follow district approved guidelines for crises. Assist in maintaining students' involvement in appropriate tasks. Provide behavioral supports within the classroom as needed. Complete classroom observations in order to assist in the development and attainment of student goals. Provide services to and document the progress of students assigned to a district wide, high needs caseload. May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities. Assist individual children in need of extra supports. Participate in in-service training programs particularly focused on behaviors. Contribute to the welfare and effectiveness of the classroom(s), the school, and the district by adhering to high standards of performance and interpersonal relationships. Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. Be willing to travel between schools while following a flexible schedule as assigned each week. Maintain confidentiality with sensitive matters. Be flexible and able to prioritize tasks and maintain accurate and detailed records. Report to work on time and work no less than 7 hours per day. Work independently with very little supervision. Other tasks as may be deemed appropriate and necessary by your supervisor(s). Qualifications: High School diploma or GED, additional education and/or training desirable. Possess or qualify for a New Mexico Educational Assistant license. Experience in school environment working with behaviorally challenged students preferred. Demonstrate aptitude for the work to be performed. Valid Drivers' license and Car Insurance (if traveling from site to site) Page 1 of 2 Roswell Independent School District SPECIAL EDUCATION EDUCATIONAL ASSISTANT (CONT'D) Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required, unless ADA accommodations have been mutually agreed on and does not create an undue hardship upon the district. Safety and Health: Knowledge of universal hygiene precautions (blood borne pathogens, body fluids, etc.) Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate multi-media equipment including current technology as needed. Work Environment: Must be able to work within various degrees of noise and temperature. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. May work under stressful conditions on occasion. Terms of Employment: Salary and work year to be established by the Board.

Roswell Independent School District Job Title: EDUCATIONAL ASSISTANT (PRE-K-12) Reports To: TEACHER/PRINCIPAL General Job Description: To provide opportunities for the teacher to attend to the individual needs of students. To provide assistance in preparing our student academically, socially, and physically to become positive, productive participants in the 21 st century. Essential Duties and Responsibilities: Display a desire to work with students. Serve as a role model. Work as a member of a team. Communicate effectively both verbally and in writing. Assist licensed personnel in school environment when individual differences are respected. Respond to students as individuals. Help maintain cohesiveness in school environment. Assist with supplementary work for students and supervise independent study in the school environment. Use current technology for instructional management needs. Assist in maintaining students' involvement in appropriate tasks. Provide assistance with individualized program materials. May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities for students PreK to 2 nd grade. Assist the teacher in compilation of educational materials, bulletin boards, and work centers. Work under supervision of certified teacher(s), prepare for classroom activities. Work with small groups of students to reinforce material initially introduced by the teacher. Assist individual children in need of special attention. Guide independent study, enrichment and/or remedial work setup by the teacher(s). Set up audiovisual equipment as directed. Assist with reading and/or storytelling. Assist small groups of students in the library and other settings. Participate in in-service training programs. Contribute to the welfare and effectiveness of the classroom(s), the school, and the district by adhering to high standards of performance and interpersonal relationships. Model acceptable social skills in working with students, teachers, parents and supervisors. Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. Respond to the unique needs of the special education student. May be asked to be in charge of the classroom for brief periods of time. Maintain confidentiality with sensitive matters and treat people with respect and dignity. Work with a wide variety of individuals in a highly stressful environment. Be flexible and able to prioritize tasks and maintain accurate and detailed records. Communicate in well-organized oral and written forms. Be able to maintain a neat, functional office that is inviting but professional, safe environment. Report to work on time and work no less than 7 hours per day. Work independently with very little supervision. Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. Other tasks as may be deemed appropriate and necessary by the immediate supervisor, principal and/or Superintendent. Qualifications: High School diploma or GED, additional education and/or training desirable. Possess or qualify for a New Mexico Level III Educational Assistance license. Experience in school environment preferred. Demonstrate aptitude for the work to be performed. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board.

Job Title: EDUCATIONAL ASSISTANT (PRE-K-12) Reports To: TEACHER/PRINCIPAL General Job Description: To provide opportunities for the teacher to attend to the individual needs of students. To provide assistance in preparing our student academically, socially, and physically to become positive, productive participants in the 21st century. Essential Duties and Responsibilities: * Display a desire to work with students. * Serve as a role model. * Work as a member of a team. * Communicate effectively both verbally and in writing. * Assist licensed personnel in school environment when individual differences are respected. * Respond to students as individuals. * Help maintain cohesiveness in school environment. * Assist with supplementary work for students and supervise independent study in the school environment. * Use current technology for instructional management needs. * Assist in maintaining students' involvement in appropriate tasks. * Provide assistance with individualized program materials. * May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities for students PreK to 2nd grade. * Assist the teacher in compilation of educational materials, bulletin boards, and work centers. * Work under supervision of certified teacher(s), prepare for classroom activities. * Work with small groups of students to reinforce material initially introduced by the teacher. * Assist individual children in need of special attention. * Guide independent study, enrichment and/or remedial work setup by the teacher(s). * Set up audiovisual equipment as directed. * Assist with reading and/or storytelling. * Assist small groups of students in the library and other settings. * Participate in in-service training programs. * Contribute to the welfare and effectiveness of the classroom(s), the school, and the district by adhering to high standards of performance and interpersonal relationships. * Model acceptable social skills in working with students, teachers, parents and supervisors. * Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. * Respond to the unique needs of the special education student. * May be asked to be in charge of the classroom for brief periods of time. * Maintain confidentiality with sensitive matters and treat people with respect and dignity. * Work with a wide variety of individuals in a highly stressful environment. * Be flexible and able to prioritize tasks and maintain accurate and detailed records. * Communicate in well-organized oral and written forms. * Be able to maintain a neat, functional office that is inviting but professional, safe environment. * Report to work on time and work no less than 7 hours per day. * Work independently with very little supervision. * Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. * Other tasks as may be deemed appropriate and necessary by the immediate supervisor, principal and/or Superintendent. Qualifications: * High School diploma or GED, additional education and/or training desirable. * Possess or qualify for a New Mexico Level III Educational Assistance license. * Experience in school environment preferred. * Demonstrate aptitude for the work to be performed. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board.

Job Title: SPECIAL EDUCATION EDUCATIONAL ASSISTANT Reports To: TEACHER/PRINCIPAL General Job Description: To provide opportunities for the teacher to attend to the individual needs of students. To provide assistance in preparing our student academically, socially, and physically to become positive, productive participants in the 21st century. Essential Duties and Responsibilities: * Display a desire to work with students. * Serve as a role model. * Work as a member of a team. * Communicate effectively both verbally and in writing. * Respond to students as individuals. * Help maintain cohesiveness in school environment. * Assist with supplementary work for students and supervise independent study in the school environment. * Use current technology for instructional management needs. * Participate in district training programs, i.e. CPI training in order to perform physical restraints. * Assist licensed personnel with student discipline up to and including safely restraining students. * Follow district approved guidelines for crises. * Assist in maintaining students' involvement in appropriate tasks. * Provide assistance with individualized program materials. * May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities. * Assist the teacher in compilation of educational materials, bulletin boards, and work centers. * Work under supervision of certified teacher(s), prepare for classroom activities. * Work with small groups of students to reinforce material initially introduced by the teacher. * Assist individual children in need of special attention. * Guide independent study, enrichment and/or remedial work setup by the teacher(s). * Set up audiovisual equipment as directed. * Assist with reading and/or storytelling. * Assist small groups of students in the library and other settings. * Participate in in-service training programs. * Contribute to the welfare and effectiveness of the classroom(s), the school, and the district by adhering to high standards of performance and interpersonal relationships. * Model acceptable social skills in working with students, teachers, parents and supervisors. * Report unsafe or dangerous surfaces and/or conditions in hallways, restrooms, playgrounds, entrances, and classrooms. * Respond to the unique needs of the special education student. * May be asked to be in charge of the classroom for brief periods of time. * Maintain confidentiality with sensitive matters and treat people with respect and dignity. * Work with a wide variety of individuals in a highly stressful environment. * Be flexible and able to prioritize tasks and maintain accurate and detailed records. * Communicate in well-organized oral and written forms. * Be able to maintain a neat, functional office that is inviting but professional, safe environment. * Report to work on time and work no less than 7 hours per day. * Work independently with very little supervision. * Maintain mental capacity which allows the ability to make sound decisions and demonstrate intellectual capabilities. * To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. * Other tasks as may be deemed appropriate and necessary by the immediate supervisor, principal and/or Superintendent Qualifications: * High School diploma or GED, additional education and/or training desirable. * Possess or qualify for a New Mexico Level III Educational Assistance license. * Experience in school environment preferred. * Demonstrate aptitude for the work to be performed. Physical Requirements: Sitting, standing, lifting and carrying (up to 40 pounds), climbing stairs, reaching, squatting, kneeling, having full mobility of fingers/hands, and moving light furniture may be required. Safety and Health: Knowledge of universal hygiene precautions. Equipment/Material Handled: Must know how to properly operate, or be willing to learn to operate, all multi-media equipment including current technology. Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignments without direct supervision. After hours work may be required. Must be able to work under stressful conditions. Terms of Employment: Salary and work year to be established by the Board.