The Leona Group jobs in Detroit, MI - 39 jobs

***YOU MUST HAVE YOUR SPECIAL EDUCATION CERTIFICATION***** will work closely with our Wayne, Oakland, Saginaw, and Genesee community schools. The Special Education Coordinator is an individual who works in compliance with additional oversight duties. In addition to providing guidance and coordinating the provisions of special education, the special education coordinator manages all aspects of the school's SPED and 504 programs. The Special Education Coordinator will serve multiple schools. The Special Education Coordinator should have a robust understanding of the special education and Section 504 processes, and state and federal compliance requirements under IDEA and ADA Section 504. The Special Education Coordinator assists with performing child find activities, evaluations, and develops IEPs and 504 Accommodation plans to maintain program compliance. The Special Education Coordinator is able to support the school administration with specialized knowledge about specialized instruction and SPED/Section 504 requirements. The Special Education Coordinator is knowledgeable about the needs of students with disabilities and ensures that specialized instruction is aligned with IEPs or Section 504 Plans, is data-driven and is provided with fidelity. The Special Education Coordinator assists with the designing of and provides specialized instruction and oversees the scheduling of Special Education Teachers and Paraeducators to ensure the delivery of high quality specialized instruction and supports to students with disabilities. The highly effective Special Education Coordinator works collaboratively with the campus Instructional Coach/Designee to ensure quality and consistency in the instruction of students with disabilities by providing direct and indirect instructional support to all teachers. The Special Education Coordinator also supports campus teachers by providing teachers support to improve instruction and increase academic outcomes for students with disabilities through professional development and 1-1 collaboration. The Special Education Coordinator position follows a 12-month calendar. Requirements Required Education and Qualifications: Current Special Education Certification Strong knowledge of the special education process and state and federal compliance requirements Strong knowledge of Section 504 of the ADA and federal compliance requirements Strong foundational knowledge in special education and the impact of disabilities on student learning Strong knowledge of specialized instruction, differentiated instruction, and inclusion support Strong knowledge of data analysis and using data to drive instruction Desired Qualifications: 3 or more years of special education teaching experience Experience developing and planning specialized instruction based on student IEPs Experience with case management and coordination The ability to write IEPs and MET reports that meet state and federal compliance requirements The ability to write ADA Section 504 Accommodation plans in compliance with federal regulations Experience overseeing/collaborating with paraeducators, special education teachers, and other service providers Experience collaborating with other teachers to support inclusion and access to grade level standards for students with disabilities Essential Skills: A high level of organization and the ability to perform multiple tasks. The ability to interact with students, parents, and teachers in a confident and professional manner. Familiarity with designing and implementing specialized instruction Writing SPED and 504 documents that conform to federal, state and district requirements. Excellent written and verbal communication skills. The ability to read, analyze, and interpret information in a variety of formats. Display a high level of professionalism in conduct, appearance, and communication. Support the value of an education for all students. Support the mission and vision of the school. Essential Job Duties/Functions: Review special education needs of new and continuing students and coordinate services. Create and maintain a schedule for special education and related services for students. Provide special education services directly to students through direct instruction, co-teaching, inclusion support, or collaboration with special education teachers and/or direction of paraeducators. Create and maintain a record of special education and related services provided. Maintain all special education and Section 504 documents for the assigned school with 100% compliance, including Initial Referrals, MET reports, IEPs, and Section 504 plans. Assist in the identification of exceptional students within the school (child find). Collaborate with Instructional Coach and teachers to ensure quality instruction for students with disabilities that is aligned to state standards and school curriculum. Support teachers in the implementation of appropriate instructional strategies, modifications, and accommodations for students. Provide training to school staff to ensure high-quality instruction for students with disabilities. Facilitate the provision of services/assessments/evaluations by contracted service providers. Maintain and provide teachers and administration a current special education census regularly. Perform educational and behavioral assessments of students including observations, records review, communication with teachers, and formal academic or behavioral evaluations. Collect and analyze academic and other student data for instructional decision-making. Serve as the point of contact for parents of students with disabilities. Facilitate the special education and Section 504 evaluation/reevaluation process. Create a master schedule for annual special education and section 504 meetings. Coordinate and lead all special education-related parent and team meetings Ensure confidentiality of student records in accordance with FERPA and IDEA. Support school staff with student scheduling, as assigned. Participate in state monitoring activities and corrective action, when applicable. Collaborate with the School Leader and Curriculum Coach to compile and analyze data for students with disabilities. Respond to parent or staff concerns promptly. Act as a resource to all staff regarding the school's special education and 504 program policies/procedures. Support administration in Child Find activities. Collaborate with administration on all matters of discipline pertaining to students with disabilities. Effectively utilize technology and systems appropriate to the position. Attends site and district provided professional development . Comply with State Law, School and District policies and procedures. Ability to travel to schools. Perform other duties and assume additional responsibilities as may be assigned by the Director of Exceptional Student Services and/or the School Leader.

Responsible for monitoring the school property, helping to assure a safe, orderly environment, and notifying school leadership of any unusual occurrences. Responsible for assuring that all of the entrances and exits of the school are properly secured for the safety of the students and staff. In cooperation with the office staff, is responsible for greeting visitors and ensuring safety and security procedures are followed with respect to visitors. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Conduct regular walkthroughs inside and outside of the school. Identify unclean, unsafe or disorderly situations and resolve them, or elevate the concern to the leadership staff. Maintain regular records related to security incidents. Communicate with students and others in the school to de-escalate problem situations and avoid conflicts; if conflicts or fights do arise, intervene to resolve issues, restore order and avoid injuries or damage; call for police or other assistance as appropriate . Cooperate with law enforcement authorities as needed to make reports or investigate problem situations . Assist in conducting fire and tornado drills, evacuation plans, etc. May assist in emergency planning and emergency communications. Administer first aid. Other duties as assigned. Requirements Proven ability to communicate effectively with others in difficult or confrontational situations; able to de-escalate conflict and resolve disputes. Prior training in dispute resolution, mediation, and/or appropriate procedures to restrain students would be helpful. Excellent interpersonal communication skills; able to maintain effective working relationships with students, staff, and others throughout the school. Able to create a welcoming environment while also maintaining safety and security. Certification to perform first aid and CPR. Prior relevant work history, such as experience in security, law enforcement, or school discipline. Good basic business writing skills as acquired through a high school diploma or equivalent Physical/motor skills sufficient to allow the employee to move throughout the building quickly, make accurate observations of the environment, and to intervene if necessary in resolving conflicts.

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

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.

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.

Provide high-quality tutoring, re-teaching, and mentoring for credit recovery students and work collaboratively with the school leader, colleagues, students, and 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 academy goals. Requirements Essential Duties and Responsibilities include the following: Create an 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 for credit recovery; 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. Monitor student attendance. Must be available 3-5 days per week, for a minimum of four hours per week. 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. Other duties as assigned. 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. Ability to work with PLATO online credit recovery software.

Under the direction of the School Leader and the special education leadership team, screen, assess and identify students with communication disorders which adversely affect their educational progress. Develop plans for, and provide, provide direct and indirect services within the student's educational setting, based on established IEP goals and objectives. ESSENTIAL FUNCTIONS . Screen, assess and identify students with communication disorders which adversely affect their educational process. Prepare written evaluations and maintain records which clearly and succinctly document services to be provided, student progress and discharge from therapy as recommended to the IEP/child study team. Comply with evaluation standards and determine eligibility for services based on the local, state, and/or federal guidelines for students with disabilities. . Effectively communicate assessment results, diagnosis and proposed treatment plans. . Participate in the multidisciplinary team process regarding eligibility issues, Individual Education Plan (IEP) development, consultation services and service delivery models. . Develops treatment plans consistent with the IEP. Reviews therapy goals and objectives and make recommendations for changes as appropriate. . Deliver speech therapy in compliance with IEPs by employing instructional/therapeutic methods and materials that are appropriate for meeting each student's goals and objectives. . Operate and maintain a variety of therapeutic equipment and train others in use of the equipment as necessary. . Assess, select and develop augmentative and/or alternative communication systems and provide training in their use. . Participate in hearing screening programs to identify and refer students with suspected hearing impairment and/or middle ear disorders. . If applicable, supervise and coordinate the activities of speech pathology assistants and interns. . Communicate with students who have disorders of communication, their families, caregivers and other service providers relative to the student's disability and its management. Assist instructional staff in developing or modifying classroom activities to meet the communication needs of the student(s); assist in implementation, to the greatest degree possible, of an inclusive approach to special education for students with communication disorders. . Communicate with appropriate agencies, schools and other organizations as needed in order to meet the needs of students with communication disabilities. . Maintain current knowledge regarding instructional and technological advances and other matters concerning speech-language therapy, by attending and participating in professional workshops and conferences or through other appropriate avenues. . May provide in-service training to other professionals and paraprofessionals. . Performs other duties consistent with the position as may be assigned. Requirements . A teaching certificate with an endorsement in speech pathology OR a Certificate of Clinical Competency in speech pathology OR a master's degree and any combination equivalent to a master's degree in the area of speech-language pathology from an accredited program in speech-language therapy sufficient to enable the candidate to be deemed “highly qualified.” . Knowledge of principles and techniques of speech-language therapy, training and supervising staff as acquired through professional preparation and experience. . Knowledge of methods and procedures for assessment and treatment of communication disorders (speech sound production and use, receptive and expressive language, fluency, voice, oral motor, etc) as acquired in training and experience. . Knowledge of state and federal laws and regulations regarding special education records, due process, service provision and speech language pathology; knowledge of state laws and regulations governing the practice of speech-language pathology and academy policies and procedures as acquired through education and experience. . Demonstrated ability to effectively provide speech-language therapy to eligible students, develop and evaluate the appropriateness of treatment plans (IEPS), develop student rapport and establish a positive therapeutic atmosphere., communicate and work effectively with the families of students with disabilities, work collaboratively with other professionals, maintain student records and prepare reports, prepare effective written evaluations and reports, and operate and maintain therapeutic and office equipment, as acquired through training and/or prior experience. At least one year of prior experience is preferred.

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.

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.

****************************** 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.

Requirements REQUIRED QUALIFICATIONS Completed two years of study at an institution of higher education; or obtained an associate's (or higher) degree; or be able to demonstrate through a formal State or local academic assessment Knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness). 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

Job DescriptionDescription: As a Building Substitute Teacher, you will play a crucial role in maintaining a positive learning environment for our students. Your duties will include covering classes for absent teachers and ensuring that the students follow their daily schedule. You will also be responsible for providing instructional support to students as needed. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Deliver pre-planned lessons and instructions to students in the absence of regular teachers in accordance with the Academy's philosophy, goals, and objectives. Follow the daily schedule and classroom routines of the regular teacher Maintain appropriate records such as attendance and grades as directed by the teacher or by school administration. Maintain a safe and positive classroom environment Establish and maintain open communication with students, teachers, and parents Provide instructional support to students as needed Take all necessary and reasonable precautions to protect the safety and security of students, materials, equipment and facilities. Report any concerns or issues to the regular teacher or administration Requirements: State teacher licensure/certification preferred but not required; if not licensed/certified, must meet requirements to be eligible for a temporary/substitute credential according to state requirements. Excellent communication and interpersonal skills Ability to follow instructions and adapt to changes Proficiency in a tutoring or instructional support capacity Strong classroom management skills Flexibility and willingness to work in various grade levels and subject areas

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.

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.

Description Responsible for monitoring the school property, helping to assure a safe, orderly environment, and notifying school leadership of any unusual occurrences. Responsible for assuring that all of the entrances and exits of the school are properly secured for the safety of the students and staff. In cooperation with the office staff, is responsible for greeting visitors and ensuring safety and security procedures are followed concerning visitors. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Conduct regular walkthroughs inside and outside of the school. Identify unclean, unsafe or disorderly situations and resolve them, or elevate the concern to the leadership staff. Maintain regular records related to security incidents. Communicate with students and others in the school to de-escalate problem situations and avoid conflicts; if conflicts or fights do arise, intervene to resolve issues, restore order and avoid injuries or damage; call for police or other assistance as appropriate . Cooperate with law enforcement authorities as needed to make reports or investigate problem situations . Assist in conducting fire and tornado drills, evacuation plans, etc. May assist in emergency planning and emergency communications. Administer first aid. Other duties as assigned. Requirements Proven ability to communicate effectively with others in difficult or confrontational situations; able to de-escalate conflict and resolve disputes. Prior training in dispute resolution, mediation, and/or appropriate procedures to restrain students would be helpful. Excellent interpersonal communication skills; able to maintain effective working relationships with students, staff, and others throughout the school. Able to create a welcoming environment while also maintaining safety and security. Certification to perform first aid and CPR. Prior relevant work history, such as experience in security, law enforcement, or school discipline. Good basic business writing skills as acquired through a high school diploma or equivalent Physical/motor skills sufficient to allow the employee to move throughout the building quickly, make accurate observations of the environment, and to intervene if necessary in resolving conflicts.

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.

Full-time Description Provide high-quality tutoring, re-teaching, and mentoring for credit recovery students and work collaboratively with the school leader, colleagues, students, and 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 academy goals. Requirements Essential Duties and Responsibilities include the following: Create an 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 for credit recovery; 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. Monitor student attendance. Must be available 3-5 days per week, for a minimum of four hours per week. 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. Other duties as assigned. 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. Ability to work with PLATO online credit recovery software.

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.