The Leona Group jobs

Provide high-quality instruction to students and work collaboratively with the school leader, colleagues, students, parents and the board to accomplish or surpass the academy's articulated educational goals. Work as a collaborative team member to implement the academy curriculum and accomplish short- and long-term academic goals. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Create a classroom environment that is conducive to learning; develop reasonable rules of classroom behavior and procedure; enforce the academy's student discipline code; collaborate in the implementation of initiatives such as school-wide behavior management systems. Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons -- as planned, delivered, and assessed -- are aligned with state curriculum and school-wide curriculum standards. Develop lesson plans and submit them for review and feedback as scheduled; work cooperatively with the academy's instructional coach to learn from feedback and improve the quality of instruction. Participate in ongoing analysis and planning to ensure that the school's curriculum remains aligned to state standards. Collaborate with special education staff to implement, to the greatest extent possible, an inclusive approach to students with special needs. Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP's; seek advice and counsel from student support services areas when needed to ensure that all students are fully served. Collaborate with other staff, as necessary, to implement grant-funded programming to accelerate learning for students with a variety of needs including special education, at-risk, limited English proficient students and others, to bring them to grade level proficiency. Maintain accurate and complete records as required; maintain the confidentiality of student records and student information. Complete any documentation necessary for the academy to be in compliance with regulatory requirements, such as time and effort reporting. Communicate with parents and make provisions for being available outside normal hours; work with parents to encourage participation in their child's learning experiences; provide regular communication to parents regarding their children's performance. Maintain professional competence via conferences, mentoring, involvement in professional organizations, continuing coursework, etc. Complete all coursework and other requirements necessary to maintain teaching credentials and "highly qualified" status, as required by the teacher's assignment. Inform the school leader of needed instructional resources. Serve as an active member of teams such as grade-level, school-wide planning, school improvement or other areas of focus. May participate in extracurricular activities such as coaching, clubs, student government, tutoring, enrichment activities, etc. Other duties as assigned. Requirements State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.

Transport students safely to and from school or to school-sponsored activities. Maintain safe and clean bus conditions, keep necessary records, and communicate effectively with parents, students and staff about transportation-related matters. Able to read and understand transportation instructions, traffic regulations and signs, and to make written and oral reports to supervisors. Prior experience in driving a bus or commercial vehicle preferred. Valid driver's license with appropriate endorsements as required in each state. Clear background check including motor vehicle record to enable the individual to be covered through the school's insurance regarding student transportation. Able to communicate professionally and politely with students and parents even in stressful situations such as when the bus is delayed or when an accident has occurred; able to exercise appropriate supervision of students on the bus and to maintain order and discipline. Able to comply with routine safety procedures such as vehicle checks, end-of-shift sweep, and others. Clean pre-employment drug test and willingness to submit to random drug testing. Please note that candidates must submit the names and addresses of previous employers for which the applicant was an operator of a commercial motor vehicle within the last ten years, along with the dates of employment and the reason for leaving. These employers will be contacted for verification. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Drive school bus or other assigned vehicle to transport students between home and school or on school-sponsored activities. Adhere to transportation schedule so that students arrive on time to school or home. Follow all assigned traffic rules, safety procedures, and school expectations for transportation program. Report any incidents, accidents, or safety concerns to school administration. Complete related incident reports and comply fully with any accident investigation, insurance claim processing, safety checks, or other inquiries. Participate in any necessary safety drills, driver training, certification procedures, or other steps required to maintain driving credentials. Submit to random drug tests as required according to U.S. Department of Transportation requirements. Implement student procedures to ensure safety on the bus. Make necessary reports to parents and administrators when student behavior is a concern. Communicate professionally with students and parents regarding student needs or concerns; provide timely notice to parents and administrators in the event of any deviations from transportation schedule. Maintain a high level of cleanliness on assigned vehicle(s). Notify administrator of any necessary repairs or maintenance on assigned vehicle(s). Requirements Basic writing, reading and communications skills as acquired through a high school diploma or higher. Able to read and understand transportation instructions, traffic regulations and signs, and to make written and oral reports to supervisors. Prior experience in driving a bus or commercial vehicle preferred. Valid driver's license with appropriate endorsements as required in each state. Clear background check including motor vehicle record to enable the individual to be covered through the school's insurance regarding student transportation. Able to communicate professionally and politely with students and parents even in stressful situations such as when the bus is delayed or when an accident has occurred; able to exercise appropriate supervision of students on the bus and to maintain order and discipline. Able to comply with routine safety procedures such as vehicle checks, end-of-shift sweep, and others. Clean pre-employment drug test and willingness to submit to random drug testing.

The Whole Child Coordinator is responsible for developing and coordinating initiatives, programs, and strategies that support the holistic development of students. This includes addressing students' social, emotional, physical, and mental health needs, ensuring that students are prepared to learn and succeed academically. The coordinator works closely with educators, counselors, parents, and community partners to implement a comprehensive support system that fosters a healthy, safe, and engaging learning environment. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Program Development and Implementation: Develop and implement strategies that support the physical, emotional, social, and academic needs of students. Create and promote programs that focus on mental health, wellness, and social-emotional learning (SEL). Collaborate with school leadership to integrate Whole Child practices into school policies and curricula. Student Support Services: Coordinate services that support student health, including mental health, nutrition, physical activity, and wellness programs. Oversee the implementation of intervention strategies for students who require additional support. Collaborate with counselors, nurses, and special education staff to ensure comprehensive services for all students. Data Analysis and Reporting: Collect and analyze data related to student well-being, attendance, behavior, and academic performance. Use data to identify student needs and gaps in service provision. Prepare reports and presentations for school leadership, staff, and stakeholders. Collaboration and Advocacy: Serve as a liaison between the school, families, and community organizations to coordinate resources and support for students. Engage with parents and guardians to support the Whole Child approach at home. Advocate for school policies that promote student well-being and equity. Professional Development: Provide training for staff on Whole Child principles, trauma-informed practices, and social-emotional learning. Stay informed about best practices and current research related to holistic education. Lead workshops, seminars, and training sessions for educators, staff, and the community. Community Engagement: Foster partnerships with local health agencies, social services, and community-based organizations to enhance support for students. Organize community outreach events and workshops focused on student wellness and family engagement. Promote awareness of Whole Child initiatives among stakeholders through various communication channels. Compliance and Safety: Ensure compliance with district, state, and federal regulations concerning student health, wellness, and safety. Monitor and implement safety protocols to create a secure learning environment. Work with school security and emergency response teams to address potential safety risks. Requirements Education: Bachelor's degree in education, social work, counseling, psychology, or a related field (required). Master's degree in education, educational leadership, or student services (preferred). Experience: Minimum of 3-5 years of experience working in education, student services, or a related field. Experience working with diverse student populations, including students with special needs, English Language Learners (ELL), and at-risk youth. Skills: Strong understanding of social-emotional learning (SEL), trauma-informed practices, and holistic education. Excellent communication, collaboration, and organizational skills. Ability to work with a diverse range of stakeholders, including students, staff, families, and community partners. Data-driven with strong analytical and problem-solving skills.

Provide supplemental instructional support to eligible students. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Deliver interventions to students based on the instructional plans developed by the Title I Teacher and/or the General Education Teacher. Interventions may include support in the form of small group and/or individualized instruction, tutoring, guided practice, or other techniques, as guided by the teacher. Report back to the Title I Teacher and/or General Education Teacher on the outcomes of the interventions conducted by keeping daily student outcome reports Administer assessments and screeners that will contribute to the teachers' decisions in regard to: -Determining eligibility for entry into the Title I program -Creating appropriate interventions -Progress-monitoring -Exiting students from the Title I program May attend parent/teacher conferences as needed to support the teacher in communicating with parents about student performance, behavior, or other topics. Maintain student files as requested and required by the needs of federal, state, and local guidelines to track student progress. Maintain the confidentiality of student records and student information. Maintain activity logs and time and effort documentation that comply with regulatory requirements Maintain constant communication with Title I Teachers and General Education Teachers regarding the progress of and concerns about Title I students May serve as an active member of teams such as RTI team, data team, PBS team, school improvement team, etc. Assist the teacher in communicating and upholding behavior and conduct expectations found in the school-wide behavior management plan; assist in maintaining a safe and secure environment in the classroom. Other duties as assigned. Requirements Complete at least two years of study at an accredited institution of higher education (equal to 60 semester hours); or Obtain an associate's degree (or higher) from an accredited institution; or meet a rigorous standard of quality and demonstrate, through passage of an approved formal state academic assessment in the following areas: Knowledge of, and the ability to assist in, instructing reading, writing, and mathematics; or Knowledge of, and the ability to assist in, instructing reading readiness, writing readiness, and mathematics readiness, as appropriate. The State Board of Education approved the following formal assessments by which a paraprofessional may choose to demonstrate this knowledge: Basic Skills Examination MTTC - A passing score of at least 480 on the evidence-based reading and writing section of the SAT and 530 on the mathematics section in lieu of the Basic Skills Test or Professional Readiness Exam ETS Parapro Assessment - A passing score of 460 is required While no longer available, the following assessments would also provide qualification: WorkKeys -Required Scores: Reading for Information - 4; and Applied Mathematics - 4; and Writing - 3 (Business Writing was NOT approved) DESIRED QUALIFICATIONS Evidence of successful experience in student and parent relations as evidenced through prior experience in personal or professional settings. Demonstrated proficiency in an instructional support capacity, as acquired through prior experience in tutoring, teaching or similar work experience. Willingness to learn Flexible Knowledge of and the ability to assist in instructing reading, writing, and mathematics as appropriate

Process and maintain School Meal records. Assure compliance with local Health Department regulations in food service department. Order and serve food. Perform food service duties as assigned. Supervise food service staff. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Process and maintain school meal records accurately and in accordance with government regulations, and supervise other food service employees in these tasks Process student meal applications Maintain meal attendance records Handle meal payments and a la carte sales Maintain other records pertaining to food program Order food for meal program Obtain accurate count for number of meals needed for students, and work with vendor to order appropriate number of meals Monitor bills from vendor for appropriateness. Order commodities as needed according to menus provided by vendor Order non-commodities food/supplies as needed by the school for the food program Serve food and manage food service area Oversee food service operation for compliance with local health department regulations Supervise food service staff and volunteers Serve food to students and staff Ensure cleanliness of food service areas Ensure compliance with all company and government safety regulations and procedures; work with School Leader and TLG support areas to monitor and manage food program costs Any other related duties as assigned Requirements Business math and professional communications skills, and the ability to understand complex school meal program regulations and implement effective solutions, including through training others, as acquired through a high school diploma or equivalent; college coursework preferred. Commitment to meet state requirements to become certified within a specified period of time, if not already certified Working knowledge of food service, sanitation, and recordkeeping requirements General office management skills including filing skills Strong math skills Knowledge of appropriate software programs (Word, Excel, etc.) along with general computer proficiency First Aid and CPR certification preferred PHYSICAL REQUIREMENTS Occasional lifting to 40 pounds. Work environment includes both office and cafeteria settings.

Job DescriptionDescription: This position provides administrative and clerical support to the compliance function at The Leona Group (TLG), helping to verify and document the qualifications of employees whose positions require specific licensing, certification or other credentials. The position also coordinates the background checking process. Employees in the position may be responsible for compliance company-wide, or may be assigned responsibility for a portion of the compliance activity such as activity in a specific state. Essential Functions Collect information about the licenses, certification and/or other credentials of school employees; create clear documentation and audit trails to demonstrate that employees possess required credentials. Coordinate with employees, School Leaders and others to ensure that credentials are verified in a timely manner. On behalf of a school or employee, apply for permits and other licensing/certification needed by employees to work in specific positions for TLG. Advise and assist employees, School Leaders and others in understanding state, federal and TLG requirements; work cooperatively with employees, School Leaders and others to resolve problems related to compliance. Process check requests and other forms needed. Identify any issues of concern with respect to compliance, and resolve problems or bring them to the attention of the Vice President of Academics. Initiate background checks as required by state and federal authorities or by company policy. Obtain signatures, releases and other documents needed for background checking purposes. Promptly identify any concerns revealed in background checking, and bring them to the attention of management. Create clear documentation and audit trails to demonstrate that required background checks were performed. Respond to authorizer audits or other authorizer questions about employee credentials; respond to other parties who require compliance information, such as state regulators. Work cooperatively with other TLG departments on areas of mutual concern such as compliance audits. Draft responses to audit findings for final review and approval by Vice President of Academics. Maintain up-to-date knowledge of the certification and licensing requirements in the area(s) assigned. Research state and federal requirements as necessary to maintain current knowledge. In all areas, maintain the confidentiality of employee data and take active steps to safeguard against inappropriate sharing of information. Requirements: General knowledge of Human Resources and general business practices, particularly background checking, as acquired through one year or more of experience. Knowledge of HR practices in an educational or school setting is desirable but not required. Training or experience providing good clerical expertise; able to type, file alphabetically, and use office equipment effectively. Basic proficiency in using the Internet to conduct research. Proficiency in Google Workspace and Microsoft Office Suite. Good communication skills including the ability to compose routine correspondence, communicate effectively by email, telephone and in person. Work cooperatively with others inside and outside the organization, and resolve routine issues. Good ability to coordinate multiple tasks and priorities; able to organize work to meet expectations for timeliness and quality, even during periods of peak workload. Demonstrated ability to create and maintain clear and accurate records; and demonstrated ability to monitor and track work in process in order to meet regular deadlines. Skills and knowledge as acquired through a high school education; college level coursework preferred. Demonstrated ability to maintain strict confidentiality with respect to employee information.

The GSRP Child Care Worker is responsible for assisting the Lead Teacher in planning and implementing a high-quality preschool program for four-year-old children. This role involves working directly with children, providing a safe and nurturing environment that promotes their physical, social, emotional, and cognitive development. Requirements Key Responsibilities: Assist in the implementation of a developmentally appropriate curriculum that aligns with GSRP standards. Support the Lead Teacher in planning and conducting daily activities and lessons. Supervise and ensure the safety and well-being of children at all times. Foster a positive learning environment that encourages children's independence and self-esteem. Observe and assess children's development, and document progress. Communicate effectively with parents and caregivers about children's progress and any concerns. Collaborate with other staff members to create a cohesive and supportive team environment. Assist with classroom setup, cleaning, and maintenance. Participate in professional development opportunities to stay current with early childhood education best practices. Qualifications: High school diploma or GED required; Associate's or Bachelor's degree in Early Childhood Education or a related field preferred. Experience working with young children, preferably in a preschool setting. Knowledge of early childhood development principles and practices. Strong communication and interpersonal skills. Ability to work collaboratively with a team. CPR and First Aid certification (or willingness to obtain). Ability to pass a background check. Physical Requirements: Ability to lift up to 50 pounds. Ability to sit on the floor, bend, and stoop. Ability to engage in active play with children.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. · Create an environment that is conducive to learning, including classroom, small-group, one-on-one, and other instructional settings. · Plan academic interventions to meet the needs of individual students, as defined by their eligibility for interventions and by planning cooperatively with general education classroom teachers. Independently and in cooperation with classroom teachers, develop effective strategies, tools, activities and settings for delivery of academic interventions. May provide interventions independently or in conjunction with other staff members, depending on the needs of individual students or groups of students. Will frequently adjust the place, setting and form of instructional activities in order to meet student needs. · Establish clear objectives for all interventions, either independently or in conjunction with classroom teachers or teaching teams, along with related assessments; ensure that interventions are aligned with state curriculum, school-wide curriculum goals, specific program goals, and teacher lesson plans as applicable. · Evaluate student data frequently, independently and in conjunction with classroom teachers, to ensure interventions are having the desired effect, or to plan for adjustments as needed. · Maintain accurate and complete records including individual student records of interventions performed, student progress, and any other funding-related record keeping required. Requirements State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.

Assist the School Leader in improving the quality of instruction at the Academy at an aggregate level as well as at the classroom and student level. Supports teachers in planning and delivering high-quality instruction by giving feedback, sharing best practices, and providing resources. Provide data to the School Leader to support effective assessment and training. May assist the Leader in planning and facilitating teacher collaboration and professional learning communities. Essential Duties and Responsibilities Develop, with the collaboration of the teacher, clear, realistic and important instructional goals, professional development goals that are standards based and reflect the individual needs of the teacher. Guide, teach, influence, and support teachers in planning and delivering high quality instruction in the classroom through reflection, collaboration, and shared inquiry. Observe teachers and review lesson plans and other teacher-generated documents, and give constructive feedback for improvement. Share methods, materials, and other resources through modeling and other best practices to enhance teacher effectiveness. Provide meaningful, timely feedback to teachers on ways to improve teaching skills. Monitor the implementation of teaching and learning processes in classrooms. Research instructional resources that best benefit the individual classroom teacher. Employ coaching processes that foster increased autonomy in direction and responsibility. Provide guidance with educational programs while incorporating effective processes to achieve desired programmatic goals. Impart a repertoire of teaching methods, intervention strategies, and alternative modalities of learning that affect student achievement. Facilitate reflective thinking and self-advocacy by being a neutral and active listener. Advocate on behalf of the students to ensure quality of education for all and to accomplish the school's educational goals. Promote on behalf of the classroom teacher, with the school administration, suitable professional development. Determine the appropriate research-based resources necessary to improve the instructional abilities and skills of the individual teacher. Maintain consistent communication with the School Leader to share data, thoughts and observations and to celebrate successes and troubleshoot program issues. Other duties as assigned. Requirements Superior teaching skills, as acquired through a current teaching certificate/license, 3-5 years of teaching experience, and demonstrated success in teaching as evidenced by student assessment data and other evidence. Master's Degree preferred. Ability to effectively share information and skills regarding data, curriculum, instruction, and assessment with school staff using a variety of coaching processes, e.g., verbal explanation, modeling, co-teaching, observing, conducting study groups, and other forms of professional development, as acquired through prior experience as a lead teacher, instructional coach, consultant, or comparable role. Ability to conduct classroom walkthroughs and observations for the purpose of identifying areas of strengths, weaknesses and professional development needs of the classroom teacher. Ability to create and maintain positive and supportive relationships with the principal and school staff. Ability to recognize the need for and knowledge of how to train staff to map and align the curriculum. Knowledge of how to disaggregate student data for instructional planning. Ability to develop and implement differentiated instructional methods that correspond to specific student needs. Knowledge of how to select appropriate instructional practices for various student groups. Understanding of how to appropriately use diagnostic tools and formative assessments to determine appropriate instruction. Familiar with a variety of instruments, technology tools and other resources for assessing and enhancing student performance.

Requirements ESSENTIAL DUTIES AND RESPONSIBILITIES Provide comprehensive guidance program for student's school-wide, helping teachers improve classroom management and provide quality instruction to assist students in achieving high academic standards. Provide activities to meet the needs of students. Consult with teachers, staff and parents to enhance their effectiveness in helping students. Respond to mental health needs of students, staff, and families related to incidents of school violence, crime, accidents, terrorist activities, or other traumatic events in the school and community. Work with teachers and other staff to develop and implement targeted or school-wide programs to improve school functioning, school safety, and student mental health. Guide and counsel groups and individual students through the development of education and career plans, offering information and guidance on post-secondary education and training options, and assisting students and their families in meeting the financial requirements for post-secondary education. Provide resources an information to assist in career awareness and career exploration activities. Assist students and their families to overcome personal problems or disabilities that affect students' academic achievement and relationships with peers, family members, and others. Counsel small groups and individual students with problems. Consult with teachers, staff and parents regarding meeting the developmental needs of students. Provide a list of resources to students with several problems as to appropriate community resources in consultation with their parents. Conduct guidance activities in the classroom as planned in conjunction with school administrators and teachers; consult with and be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curriculum. Establish effective liaison with all grade levels; act as an advocate for students, as appropriate, in conjunction with faculty or staff. Conduct structured, goal oriented counseling sessions to meet the identified needs of individuals or groups of students. Session topics at the elementary level may include self-awareness, self-identity, academic topics, behavior and peer problems, family issues, child abuse and substance abuse. Participate in staffing and conduct in-service programs for faculty; conduct and facilitate conferences with teacher, student and parents; conduct or provide opportunities for parent education programs and assist families with school related problems. Consult and coordinate with in-district and community agencies after consulting with student's parents. Agencies may include school psychologist, nurses, administrators, community-based psychologists, social service agencies, or treatment facilities. Pursue professional growth by attending staff development programs and relevant workshops and conference as required by the grant. Maintain student record and protest their confidentiality. Assist students in the transition from elementary to middle school Other duties as assigned. REQUIRED QUALIFICATIONS Master's degree in guidance and counseling, social work, school psychology, or a comparable program providing required knowledge of the principles of child development, counseling, guidance programs, and implementation of student support services. State certification as a Guidance Counselor, Social Worker, School Psychologist, or equivalent. K-12 teaching experience a plus. Strong organizational skills needed to develop and implement programs in collaboration with other school personnel, and to ensure compliance with all grant related requirements. Excellent oral and written communication skills. Knowledge of school-related technology tools and assistive/adaptive technology. Good interpersonal communications skills; must be flexible, able to work under pressure and stay on task.

Provide high-quality instruction to students and work collaboratively with the school leader, colleagues, students, parents and the board to accomplish or surpass the academy's articulated educational goals. Work as a collaborative team member to implement the academy curriculum and accomplish short- and long-term academic goals. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Create a classroom environment that is conducive to learning; develop reasonable rules of classroom behavior and procedure; enforce the academy's student discipline code; collaborate in the implementation of initiatives such as school-wide behavior management systems. Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons -- as planned, delivered, and assessed -- are aligned with state curriculum and school-wide curriculum standards. Develop lesson plans and submit them for review and feedback as scheduled; work cooperatively with the academy's instructional coach to learn from feedback and improve the quality of instruction. Participate in ongoing analysis and planning to ensure that the school's curriculum remains aligned to state standards. Collaborate with special education staff to implement, to the greatest extent possible, an inclusive approach to students with special needs. Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP's; seek advice and counsel from student support services areas when needed to ensure that all students are fully served. Collaborate with other staff, as necessary, to implement grant-funded programming to accelerate learning for students with a variety of needs including special education, at-risk, limited English proficient students and others, to bring them to grade level proficiency. Maintain accurate and complete records as required; maintain the confidentiality of student records and student information. Complete any documentation necessary for the academy to be in compliance with regulatory requirements, such as time and effort reporting. Communicate with parents and make provisions for being available outside normal hours; work with parents to encourage participation in their child's learning experiences; provide regular communication to parents regarding their children's performance. Maintain professional competence via conferences, mentoring, involvement in professional organizations, continuing coursework, etc. Complete all coursework and other requirements necessary to maintain teaching credentials and "highly qualified" status, as required by the teacher's assignment. Inform the school leader of needed instructional resources. Serve as an active member of teams such as grade-level, school-wide planning, school improvement or other areas of focus. May participate in extracurricular activities such as coaching, clubs, student government, tutoring, enrichment activities, etc. Other duties as assigned. Requirements State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.

The primary focus of the school social worker is to assist students whose emotional/ social problems interfere with their ability to obtain maximum benefit from the educational program. The social worker may also act as a liaison between parents/ guardians, school, and public or private agencies responsible for student care and services in order to assist parents in taking advantage of services available in the school and community. Serve as a mentor to less experienced Social Workers; serve on Leona-wide crisis response team to provide support to other schools in the event of major incidents of crisis. Essential functions related to services to students eligible for special education who have emotional/social problems: Conduct social work evaluations with students suspected of having emotional/behavioral problems which may qualify them for special education services. Participate in Multi-Disciplinary team meetings to review the results of evaluation(s) and make recommendations relative to eligibility. Participate in Individual Educational Planning team (IEP) meetings to identify the amount of social work support a student may require; develop annual goals/short-term instructional objectives related to the social/emotional needs of an eligible student. Provide social work services as described in IEPs related to specific goals and objectives; provide written evaluations on student progress. Conduct functional behavior assessments and write behavior intervention plans in cooperation with IEP team members. Provide training for staff and assists staff in carrying out behavior intervention plans. Maintain appropriate confidential records for each student served. Develop and plan activities with general education and collaborative teachers to facilitate inclusion of special education students with behavior problems in the general education classroom. Mentors other social workers eligible for temporary approval as school social worker(s) during their first year(s) of employment. Provide pre-referral consultation to teachers and school leaders regarding students with behavior/adjustment issues and join the child study team when students with behavior problems are referred for interventions. Provide consultation to parents/guardians regarding family and community adjustment and utilization of community resources. Provide training and assistance to teachers related to classroom management skills to more effectively address student behavior issues. Serve as a liaison between the school and community service agencies. Make home visits for family consultation and evaluation. Assist school teams in developing and carrying out crisis response plans. Assist staff and parents in adjusting to crises/trauma. Serve on Leona-wide crisis, trauma and loss response team(s) to address major incidents. Assist the school team in developing and implementing school-wide behavior intervention strategies. Provide training on Conflict Prevention and Intervention or other strategies to assist school staff in effectively addressing problem areas. Provide social skills training to students as part of school-wide behavior intervention strategies. Other duties as assigned. Requirements Masters in social work and licensure/certification with a School Social Worker endorsement or eligibility for temporary or full approval as a school social worker. Two or more years' successful school social work experience. Skill in individual and group assessment and treatment techniques as acquired through experience. Ability to formulate eligibility recommendations for students with emotional/social problems. Ability to communicate effectively both orally and in written communications. Knowledge of positive behavior intervention strategies and successful experience in writing and implementing behavior intervention plans. Knowledge of social skills needed to change behavior and ability to integrate training into classroom activities. Knowledge of community resources and experience with a variety of agencies. Ability to handle stressful situations and carry out responsibilities during times of crisis. Ability to work effectively as a team member in developing and providing services to students.

Job DescriptionDescription: Provide supplemental instructional support to eligible students. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Deliver interventions to students based on the instructional plans developed by the Title I Teacher and/or the General Education Teacher. Interventions may include support in the form of small group and/or individualized instruction, tutoring, guided practice, or other techniques, as guided by the teacher. Report back to the Title I Teacher and/or General Education Teacher on the outcomes of the interventions conducted by keeping daily student outcome reports Administer assessments and screeners that will contribute to the teachers' decisions in regards to: -Determining eligibility for entry into Title I program -Creating appropriate interventions -Progress-monitoring -Exiting students from the Title I program May attend parent/teacher conferences as needed to support the teacher in communicating with parents about student performance, behavior, or other topics. Maintain student files as requested and required by the needs of federal, state and local guidelines to track student progress. Maintain the confidentiality of student records and student information. Maintain activity logs and time and effort documentation that comply with regulatory requirements Maintain constant communication with Title I Teachers and General Education Teachers regarding the progress of and concerns about Title I students May serve as an active member of teams such as RTI team, data team, PBS team, school improvement team, etc. Assist the teacher in communicating and upholding behavior and conduct expectations found in the school-wide behavior management plan; assist in maintaining a safe and secure environment in the classroom. Other duties as assigned. Requirements: Complete at least two years of study at an accredited institution of higher education (equal to 60 semester hours); or Obtain an associate's degree (or higher) from an accredited institution; or meet a rigorous standard of quality and demonstrate, through passage of an approved formal state academic assessment in the following areas: Knowledge of, and the ability to assist in, instructing reading, writing, and mathematics; or Knowledge of, and the ability to assist in, instructing reading readiness, writing readiness, and mathematics readiness, as appropriate. The State Board of Education approved the following formal assessments by which a paraprofessional may choose to demonstrate this knowledge: Basic Skills Examination MTTC - A passing score of at least 480 on the evidence-based reading and writing section of the SAT and 530 on the mathematics section in lieu of the Basic Skills Test or Professional Readiness Exam ETS Parapro Assessment - A passing score of 460 is required While no longer available, the following assessments would also provide qualification: WorkKeys -Required Scores: Reading for Information - 4; and Applied Mathematics - 4; and Writing - 3 (Business Writing was NOT approved) DESIRED QUALIFICATIONS Evidence of successful experience in student and parent relations as evidenced through prior experience in personal or professional settings. Demonstrated proficiency in an instructional support capacity, as acquired through prior experience in tutoring, teaching or similar work experience. Willingness to learn Flexible Knowledge of and the ability to assist in instructing reading, writing, and mathematics as appropriate

Job DescriptionDescription: Assist school bus driver(s) in transporting students safely to and from school or to school-sponsored activities. Maintain safe and clean bus conditions, keep necessary records, and communicate effectively with parents, students and staff about transportation-related matters. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Ride school bus or other assigned vehicle transporting students between home and school or on school-sponsored activities in order to assist the driver(s) in maintaining safety and security on the bus. Monitor student behavior and address any concerns with behavior, conduct or adherence to safety expectations. Follow all assigned safety procedures and school expectations for transportation programs. Report any incidents, accidents, or safety concerns to school administration. May assist drivers in completing related incident reports. Comply fully with any accident investigation, insurance claim processing, safety checks, or other inquiries. Participate in any necessary safety drills, training, certification procedures, or other steps required. Submit to random drug tests if required according to U.S. Department of Transportation requirements. Implement student procedures to ensure safety on the bus. Make necessary reports to parents and administrators when student behavior is a concern. Communicate professionally with students and parents regarding student needs or concerns. Maintain a high level of cleanliness on assigned vehicle(s). Other duties as assigned. Requirements: Basic writing, reading and communications skills as acquired through a high school diploma or higher. Able to read and understand transportation instructions, safety rules and regulations, and to make written and oral reports to supervisors. Able to communicate professionally and politely with students and parents even in stressful situations such as delays, accidents or complaints; able to exercise appropriate supervision of students on the bus and to maintain order and discipline. Able to comply with routine safety procedures such as vehicle checks, end-of-shift sweep, and others. Clean pre-employment drug test and willingness to submit to random drug testing.

Provide high-quality instruction to students and work collaboratively with the school leader, colleagues, students, parents and the board to accomplish or surpass the academy's articulated educational goals. Work as a collaborative team member to implement the academy curriculum and accomplish short- and long-term academic goals. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Create a classroom environment that is conducive to learning; develop reasonable rules of classroom behavior and procedure; enforce the academy's student discipline code; collaborate in the implementation of initiatives such as school-wide behavior management systems. Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons -- as planned, delivered, and assessed -- are aligned with state curriculum and school-wide curriculum standards. Develop lesson plans and submit them for review and feedback as scheduled; work cooperatively with the academy's instructional coach to learn from feedback and improve the quality of instruction. Participate in ongoing analysis and planning to ensure that the school's curriculum remains aligned to state standards. Collaborate with special education staff to implement, to the greatest extent possible, an inclusive approach to students with special needs. Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP's; seek advice and counsel from student support services areas when needed to ensure that all students are fully served. Collaborate with other staff, as necessary, to implement grant-funded programming to accelerate learning for students with a variety of needs including special education, at-risk, limited English proficient students and others, to bring them to grade level proficiency. Maintain accurate and complete records as required; maintain the confidentiality of student records and student information. Complete any documentation necessary for the academy to be in compliance with regulatory requirements, such as time and effort reporting. Communicate with parents and make provisions for being available outside normal hours; work with parents to encourage participation in their child's learning experiences; provide regular communication to parents regarding their children's performance. Maintain professional competence via conferences, mentoring, involvement in professional organizations, continuing coursework, etc. Complete all coursework and other requirements necessary to maintain teaching credentials and "highly qualified" status, as required by the teacher's assignment. Inform the school leader of needed instructional resources. Serve as an active member of teams such as grade-level, school-wide planning, school improvement or other areas of focus. May participate in extracurricular activities such as coaching, clubs, student government, tutoring, enrichment activities, etc. Other duties as assigned. Requirements State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.

Assist the School Leader in improving the quality of instruction at the Academy at an aggregate level as well as at the classroom and student level. Supports teachers in planning and delivering high-quality instruction by giving feedback, sharing best practices, and providing resources. Provide data to the School Leader to support effective assessment and training. May assist the Leader in planning and facilitating teacher collaboration and professional learning communities. Essential Duties and Responsibilities . Develop, with the collaboration of the teacher, clear, realistic and important instructional goals, professional development goals that are standards based and reflect the individual needs of the teacher. . Guide, teach, influence, and support teachers in planning and delivering high quality instruction in the classroom through reflection, collaboration, and shared inquiry. Observe teachers and review lesson plans and other teacher-generated documents, and give constructive feedback for improvement. . Share methods, materials, and other resources through modeling and other best practices to enhance teacher effectiveness. . Provide meaningful, timely feedback to teachers on ways to improve teaching skills. . Monitor the implementation of teaching and learning processes in classrooms. . Research instructional resources that best benefit the individual classroom teacher. . Employ coaching processes that foster increased autonomy in direction and responsibility. . Provide guidance with educational programs while incorporating effective processes to achieve desired programmatic goals. . Impart a repertoire of teaching methods, intervention strategies, and alternative modalities of learning that affect student achievement. . Facilitate reflective thinking and self-advocacy by being a neutral and active listener. . Advocate on behalf of the students to ensure quality of education for all and to accomplish the school's educational goals. . Promote on behalf of the classroom teacher, with the school administration, suitable professional development. . Determine the appropriate research-based resources necessary to improve the instructional abilities and skills of the individual teacher. . Maintain consistent communication with the School Leader to share data, thoughts and observations and to celebrate successes and troubleshoot program issues. . Other duties as assigned. Requirements Required Qualifications . Superior teaching skills, as acquired through a current teaching certificate/license, 3-5 years of teaching experience, and demonstrated success in teaching as evidenced by student assessment data and other evidence. . Ability to effectively share information and skills regarding data, curriculum, instruction, and assessment with school staff using a variety of coaching processes, e.g., verbal explanation, modeling, co-teaching, observing, conducting study groups, and other forms of professional development, as acquired through prior experience as a lead teacher, instructional coach, consultant, or comparable role. . Ability to conduct classroom walkthroughs and observations for the purpose of identifying areas of strengths, weaknesses and professional development needs of the classroom teacher. . Ability to create and maintain positive and supportive relationships with the principal and school staff. . Ability to recognize the need for and knowledge of how to train staff to map and align the curriculum. . Knowledge of how to disaggregate student data for instructional planning. . Ability to develop and implement differentiated instructional methods that correspond to specific student needs. . Knowledge of how to select appropriate instructional practices for various student groups. . Understanding of how to appropriately use diagnostic tools and formative assessments to determine appropriate instruction. Familiar with a variety of instruments, technology tools and other resources for assessing and enhancing student performance.

Full-time Description Provide high-quality instruction to students and work collaboratively with the school leader, colleagues, students, parents and the board to accomplish or surpass the academy's articulated educational goals. Work as a collaborative team member to implement the academy curriculum and accomplish short- and long-term academic goals. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Create a classroom environment that is conducive to learning; develop reasonable rules of classroom behavior and procedure; enforce the academy's student discipline code; collaborate in the implementation of initiatives such as school-wide behavior management systems. Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons -- as planned, delivered, and assessed -- are aligned with state curriculum and school-wide curriculum standards. Develop lesson plans and submit them for review and feedback as scheduled; work cooperatively with the academy's instructional coach to learn from feedback and improve the quality of instruction. Participate in ongoing analysis and planning to ensure that the school's curriculum remains aligned to state standards. Collaborate with special education staff to implement, to the greatest extent possible, an inclusive approach to students with special needs. Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP's; seek advice and counsel from student support services areas when needed to ensure that all students are fully served. Collaborate with other staff, as necessary, to implement grant-funded programming to accelerate learning for students with a variety of needs including special education, at-risk, limited English proficient students and others, to bring them to grade level proficiency. Maintain accurate and complete records as required; maintain the confidentiality of student records and student information. Complete any documentation necessary for the academy to be in compliance with regulatory requirements, such as time and effort reporting. Communicate with parents and make provisions for being available outside normal hours; work with parents to encourage participation in their child's learning experiences; provide regular communication to parents regarding their children's performance. Maintain professional competence via conferences, mentoring, involvement in professional organizations, continuing coursework, etc. Complete all coursework and other requirements necessary to maintain teaching credentials and "highly qualified" status, as required by the teacher's assignment. Inform the school leader of needed instructional resources. Serve as an active member of teams such as grade-level, school-wide planning, school improvement or other areas of focus. May participate in extracurricular activities such as coaching, clubs, student government, tutoring, enrichment activities, etc. Other duties as assigned. Requirements State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.

This position provides administrative and clerical support to the compliance function at The Leona Group (TLG), helping to verify and document the qualifications of employees whose positions require specific licensing, certification or other credentials. The position also coordinates the background checking process. Employees in the position may be responsible for compliance company-wide, or may be assigned responsibility for a portion of the compliance activity such as activity in a specific state. Essential Functions Collect information about the licenses, certification and/or other credentials of school employees; create clear documentation and audit trails to demonstrate that employees possess required credentials. Coordinate with employees, School Leaders and others to ensure that credentials are verified in a timely manner. On behalf of a school or employee, apply for permits and other licensing/certification needed by employees to work in specific positions for TLG. Advise and assist employees, School Leaders and others in understanding state, federal and TLG requirements; work cooperatively with employees, School Leaders and others to resolve problems related to compliance. Process check requests and other forms needed. Identify any issues of concern with respect to compliance, and resolve problems or bring them to the attention of the Vice President of Academics. Initiate background checks as required by state and federal authorities or by company policy. Obtain signatures, releases and other documents needed for background checking purposes. Promptly identify any concerns revealed in background checking, and bring them to the attention of management. Create clear documentation and audit trails to demonstrate that required background checks were performed. Respond to authorizer audits or other authorizer questions about employee credentials; respond to other parties who require compliance information, such as state regulators. Work cooperatively with other TLG departments on areas of mutual concern such as compliance audits. Draft responses to audit findings for final review and approval by Vice President of Academics. Maintain up-to-date knowledge of the certification and licensing requirements in the area(s) assigned. Research state and federal requirements as necessary to maintain current knowledge. In all areas, maintain the confidentiality of employee data and take active steps to safeguard against inappropriate sharing of information. Requirements General knowledge of Human Resources and general business practices, particularly background checking, as acquired through one year or more of experience. Knowledge of HR practices in an educational or school setting is desirable but not required. Training or experience providing good clerical expertise; able to type, file alphabetically, and use office equipment effectively. Basic proficiency in using the Internet to conduct research. Proficiency in Google Workspace and Microsoft Office Suite. Good communication skills including the ability to compose routine correspondence, communicate effectively by email, telephone and in person. Work cooperatively with others inside and outside the organization, and resolve routine issues. Good ability to coordinate multiple tasks and priorities; able to organize work to meet expectations for timeliness and quality, even during periods of peak workload. Demonstrated ability to create and maintain clear and accurate records; and demonstrated ability to monitor and track work in process in order to meet regular deadlines. Skills and knowledge as acquired through a high school education; college level coursework preferred. Demonstrated ability to maintain strict confidentiality with respect to employee information.

Requirements QUALIFICATIONS State teacher licensure/certification with appropriate endorsements(s). Bachelor's degree with subject area emphasis and/or coursework and/or experience necessary to be deemed "highly qualified" for the grade/subjects to be taught. (Will consider non-certified applicants with a degree in the subject area to be taught; would be required to complete a plan of action to become "highly qualified" within a prescribed period of time.) Demonstrated commitment to young people's learning success and achievement. Demonstrated proficiency in a teaching/tutoring capacity as acquired through prior experience in tutoring, teaching or other education-related experience; evidence of successful experience in student and parent relations.