United Community Center jobs - 28 jobs

The Recovery Support Coordinator (RSC) provides comprehensive recovery support coordination services specific to the clients to whom he/she is assigned, and tailored to the individual client's needs. Full-Time/Regular Essential/Primary Duties: Maintain caseload as assigned. Establish contact with clients within 24 hours of receipt of referral or immediately if the individual has emergent needs. Provide needs assessment for each client. Follow the client throughout enrollment in CARS Develop a Recovery Plan of Care (RPOC) with each client that is driven by the individual's self-identified goals and needs. In collaboration with each client, form a Recovery Support Team (RST) with both formal and informal supports, using the Wraparound process. Convene RST meetings at least monthly (more frequently, if necessary) to monitor progress on RPOC and update as needed. Conduct individual face-to-face meetings at least weekly (more frequently, if necessary) with the client. Connect the client with community resources to address RPOC needs and goals Coordinate care among all client-involved systems and providers. Serve as an advocate for clients and will collaborate with other systems/services, such as Treatment Courts, Department of Corrections (DOC), Division of Milwaukee Child Protective Services (DMCPS), Probation and Parole, Family, Treatment Providers, Healthcare Providers, W2, Benefits, etc Complete and submit initial Service Authorization Requests (SARs) for both treatment and recovery support services, and Service Authorization Request Justifications (SARJs) when other services are requested or when extensions are needed.to secure reauthorization for payment of services. Work with client, treatment team, and other involved systems/providers to monitor continuing need for RSC services, should they no longer necessary or appropriate, but the client needs continued services, consider discharge and referral to such services as Comprehensive Community Services (CCS), Community Support Program (CSP), Targeted Case Management (TCM), or other community-based case management services. For clients who will not need continuing case management services of any kind, will refer them to other community resources to address ongoing needs, if any. Develop a broad knowledge base of community resources and identify natural supports for implementing case management plans. Apply knowledge of procedures and interventions to address clients' emergency/crises under case management principles. 24-hour availability via pager as scheduled. Complete and submit all required program-related documentation (e.g., progress notes, reports, letters, service unit data) in a timely and accurate manner. Maintain, update, and properly store client's care coordination file. Provide transportation to clients in own or agency vehicle as needed. Ensure that the client is meeting all requirements of the program and following up with appointments. Participate in community networks and committees as assigned. Adhere to program and agency policies and procedures. Interact in a professional manner with clients, co-workers, personnel from public and private agencies, and other members of the public. Comply with all HIPAA, 42 CFR Part 2, and Wisconsin Statutory confidentiality regulations. Other duties as assigned by the Supervisor and/or the Director of Human Services Qualifications An associate's Degree in Criminal Justice, Social Work, Human Services, or other related fields is preferred. Experience in case management or related community work is desired. Preferred knowledge of community surroundings as well as related community services and resources. Able to work competently with persons from diverse cultural and socio-economic backgrounds. Ability to manage multiple job responsibilities and clients simultaneously. Bilingual (Spanish-English) is required. Valid driver's license and insured vehicle required. Working Conditions: Departmental business hours with the possibility of evenings and weekends as necessary. 24-hour emergency availability. Travel in community. Home visits. ACKNOWLEDGEMENT: This job description outlines the general nature and level of work required of any employee assigned to this position. It does not intend to imply these are the only duties and responsibilities assigned to the job. The employee may be required to perform other job-related duties, as requested by the position's manager and the Clinical Supervisor. All is subject to change and possible modification to address changing business conditions and reasonably accommodate individuals with a disability.

Part-time Description Childcare Assistant YWCA Mission Statement YWCA Rock County is dedicated to eliminating racism, empowering women, and promoting peace, justice, freedom and dignity for all. The Childcare Assistant is responsible for planning and implementing age-appropriate activities and at all times incorporating a safe and social atmosphere. Provides support to the Child Care Supervisor Major Responsibilities 1. Know all daily site procedures and help to ensure that daily tasks are completed (attendance, checking voicemail, snack procedures, lesson planning, child guidance, carrying out activities, cleaning up, and all other day to day aspects of the program). 2. Support children to develop physically, socially, emotionally and intellectually; ensure program space is safe, clean and comfortable for active and quiet needs. 3. Maintain positive interactions with children at all times; greet parents and children daily. 4. Deliver the program in a positive environment of safety, support and care in keeping with the Child Care Program purpose. 5. Create an environment that supports a wide range of activities and interests; enforce school policies and site rules and use positive techniques to help guide children's behavior. 6. Read weekly meeting notes and communication log book 7. Maintain the YWCA Child Care Program licensure; comply with all state licensing regulations and training, Department of Public Instruction Guidelines, and Young Star. 8. Share in organizing and cleaning out the site storage area to maintain it in an orderly fashion 9. Assist with the lesson planning process. 10. Assist in setting up two parent events per year (open house, conferences, talent show etc.) 11. Attend staff, departmental, and other YWCA meetings as assigned. 12. Maintain familiarity with YWCA goals, mission and programs. 13. Other duties as assigned Qualifications o High School Diploma, or equivalent; advanced degree in child development preferred. o 1-3 years' experience working with children. o Satisfactorily completed 10 hours training in the care of school-age children or equivalent; as approved by Wisconsin DPI; or be willing to complete at least 10 hours training within 6 months of hire. o Current CPR and AED certification. o Ability to provide a safe, supportive, and stimulating environment for children. o Detail-oriented with good communication, problem solving and organizational skills. o Ability to develop a team approach with staff, volunteers and community partners. o Strong interpersonal and communication skills; enthusiastic, warm and approachable. o Experience working with culturally and economically diverse populations. o Good judgement when making decisions. Able to make collaborative decisions for the good of the YWCA. YWCA is committed to recognizing and valuing diversity and strives to create a work place in which diversity is intentionally developed and celebrated. YWCA will not accept any intolerant or discriminatory behavior - especially that related to race, color, national origin, citizenship, religion, pregnancy, gender, sexual orientation, gender identity, disability, genetic information, military status, political belief or any additional characteristic protected by applicable law. To successfully perform this job, the individual must be able to perform each essential job responsibility satisfactorily. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential job responsibilities. Job descriptions represent a general outline of job responsibilities and qualifications. They are not intended to be comprehensive in nature. In addition, jobs evolve over time and, therefore, their descriptions may not reflect the precise nature of the position at a given point of time Supervisor Child Care Director Hours Split morning and afternoon shift. Primarily days with occasional evenings and weekends as required, on-call duties Compensation NON-EXEMPT, Part time with benefits for 20 or more hours p/week YWCA Rock Cause-Driven Leadership Competencies: 1. Community: Demonstrates a commitment to improving lives and securing futures with themselves and others. Effectively communicates the benefits and impact of YWCA efforts. Ensures community engagement. Ensures the voices of the community are heard. 2. Values: Models and teaches YWCA values. Reinforces YWCA values within the organization and the community. Incorporates values into the organization's vision and strategies. 3. Diversity, Equity, Inclusion: Develops strategies to ensure staff and volunteers reflect the community. Champions inclusion activities, strategies and initiatives. Develops and implements intentional systems of DEI throughout the organization. 4. Relationships: Builds relationships to create community. Builds and nurtures strategic relationships to enhance support for the YWCA. Develops relationships with influential leaders to impact and strengthen the community. 5. Communication: Demonstrates active listening. Seeks to understand, asks questions. Communicates to obtain buy-in and support of YWCA goals. Communicates to engage and inspire people within and outside the YWCA 6. Developing Others: Provides others with feedback, coaching, guidance and support. Provides. tools and resources for the development of others. Ensures that a talent management system is in place and executed effectively. 7. Decision Making: Provides others with frameworks for making decisions. Integrates multiple thinking processes to make decisions. Possesses penetrating insight and strong strategic and critical thinking skills. 8. Innovation: Involves the community and seeks input in the development of policies, programs and activities. Invests resources in well-designed innovation initiatives. 9. Project Management: Develops plans and manages best practices through engagement of team. Ensures executions of plans. Creates a structure to deliver organization-wide results to achieve objectives. 10. Finance: Effectively creates and manages budgets. Develops and implements stewardship strategies. 11. Quality Results: Holds staff accountable or high- quality results using a formal process to measure progress. Assigns clear accountability and ensures continuous improvement. Determines benchmarks and ensures appropriate leadership to meet objectives. 12. Self-Development: Shares new insights. Fosters a learning environment embracing diverse abilities and approaches. Creates a learning organization. 13. Flexibility: Creates positivity in self and fosters it in others to support change. Partners to create positive change in the community.Job Type Part-time 6:15-8:15 AM and/or 2:45-6 PM Monday-Friday Rock County residents YWCA Mission The YWCA Rock County is dedicated to eliminating racism, empowering women and promoting peace, freedom, justice and dignity for all. Child Care Program Purpose Statement The purpose of the YWCA Child Care Programs is to provide a high quality, affordable child care options for parents of children ages 5-12. The programs provide a safe, supportive, and stimulating environment for children. Definition The Child Care Assistant works under the direct supervision of the Child Care Site Supervisor, the Program Director and/or the Assistant Program Director. Provides support to the Child Care Supervisor. Qualifications Must be at least 18 yrs old and completed 10 hours training in the care of school-age children or equivalent; as approved by Wisconsin DPI. or be willing to complete at least 10 hours training within 3 months of hire, or 17 yrs old and completed a child care class. CPR and AED certification is required within 3 months of hire. Other: Benefits Discounted Child Care Weekends Free Possible to attend classes in between work hours

Description: Childcare Van Driver YWCA Mission Statement YWCA Rock County is dedicated to eliminating racism, empowering women, and promoting peace, justice, freedom and dignity for all. Job Summary The Childcare Van Driver is responsible for safely and effectively driving students enrolled in the YWCA Child Care Program between program sites; and/or field trips during the school year and/or the Summer Discovery Day Camp. Major Responsibilities Practice the Name-to-Face 3-Checkpoint System: Upon entrance into the van; after each child has been properly buckled in; and upon departure from the van. Follow rules and expectations that are clearly defined using positive techniques to help guide children's behavior and support the development of self-control; encourage positive interactions among adults and children that convey respect, support and trust; deliver redirection of negative behaviors in a positive environment of safety, support and care in keeping with the Child Care Program's purpose. Read weekly meeting notes & communication log book. Record messages (given verbally or through voicemail) or special incidences or circumstances in the log book for “regular” staff. Inform Program Director when problems arise. Greet parents, staff and children daily whenever possible. Check voicemail regularly. Comply with all YWCA, state licensing regulations, and Young Star Track children according to program policies (NTF 3-Checkpoint System.) Record necessary information in the medical log book. Introduce yourself and ask for identification as needed. Record times of pick-up and drop-off at each location. Put a single line through errors, then date and initial. Record the correct information. Attend staff, departmental, and other YWCA meetings as assigned. Maintain familiarity with YWCA goals, mission and programs. Other duties as assigned YWCA is committed to recognizing and valuing diversity and strives to create a work place in which diversity is intentionally developed and celebrated. YWCA will not accept any intolerant or discriminatory behavior - especially that related to race, color, national origin, citizenship, religion, pregnancy, gender, sexual orientation, gender identity, disability, genetic information, military status, political belief or any additional characteristic protected by applicable law. To successfully perform this job, the individual must be able to perform each essential job responsibility satisfactorily. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential job responsibilities. Job descriptions represent a general outline of job responsibilities and qualifications. They are not intended to be comprehensive in nature. In addition, jobs evolve over time and, therefore, their descriptions may not reflect the precise nature of the position at a given point of time Supervisor Child Care Director Hours Split morning and afternoon shift. Primarily days with occasional evenings and weekends as required, on-call duties Compensation NON-EXEMPT, Part time with benefits for 20 or more hours p/week YWCA Rock Cause-Driven Leadership Competencies: Community: Demonstrates a commitment to improving lives and securing futures with themselves and others. Effectively communicates the benefits and impact of YWCA efforts. Ensures community engagement. Ensures the voices of the community are heard. Values: Models and teaches YWCA values. Reinforces YWCA values within the organization and the community. Incorporates values into the organization's vision and strategies. Diversity, Equity, Inclusion: Develops strategies to ensure staff and volunteers reflect the community. Champions inclusion activities, strategies and initiatives. Develops and implements intentional systems of DEI throughout the organization. Relationships: Builds relationships to create community. Builds and nurtures strategic relationships to enhance support for the YWCA. Develops relationships with influential leaders to impact and strengthen the community. Communication: Demonstrates active listening. Seeks to understand, asks questions. Communicates to obtain buy-in and support of YWCA goals. Communicates to engage and inspire people within and outside the YWCA Developing Others: Provides others with feedback, coaching, guidance and support. Provides. tools and resources for the development of others. Ensures that a talent management system is in place and executed effectively. Decision Making: Provides others with frameworks for making decisions. Integrates multiple thinking processes to make decisions. Possesses penetrating insight and strong strategic and critical thinking skills. Innovation: Involves the community and seeks input in the development of policies, programs and activities. Invests resources in well-designed innovation initiatives. Project Management: Develops plans and manages best practices through engagement of team. Ensures executions of plans. Creates a structure to deliver organization-wide results to achieve objectives. Finance: Effectively creates and manages budgets. Develops and implements stewardship strategies. Quality Results: Holds staff accountable or high- quality results using a formal process to measure progress. Assigns clear accountability and ensures continuous improvement. Determines benchmarks and ensures appropriate leadership to meet objectives. Self-Development: Shares new insights. Fosters a learning environment embracing diverse abilities and approaches. Creates a learning organization. Flexibility: Creates positivity in self and fosters it in others to support change. Partners to create positive change in the community Requirements: High School Diploma, or equivalent. 1-3 years' experience working with children who are in pre-school, day care or elementary school settings. Valid, government-issued driver's license and a clean driving record. Ability to pass criminal background check. Satisfactorily completed 10 hours training in the care of school-age children or equivalent; as approved by Wisconsin DPI; or be willing to complete at least 10 hours training within 6 months of hire. Strong interpersonal and communication skills; enthusiastic, warm and approachable. Experience working with culturally and economically diverse populations. Good judgement when making decisions. Able to make collaborative decisions for the good of the YWCA.

The Primary Teaching & Learning Coordinator is a key instructional leader responsible for designing, implementing, and continuously improving the district's K5-5th grade curriculum and instructional practices. This individual will lead the development and alignment of curriculum, ensure high-quality instructional delivery, coach instructional staff, support teacher professional development, and collaborate with school leaders to improve student achievement across all content areas. The Coordinator will also oversee compliance with all state instructional mandates, including Act 20. UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Curriculum Development & Instructional Leadership Coordinate the development, implementation, and continuous improvement of K-8 curriculum aligned to state standards and district goals. Ensure vertical and horizontal alignment of instructional content and learning progressions. Research and support the selection of high-quality, evidence-based instructional materials. Collaborate with school leadership to implement instructional programs that align with educational standards and promote student achievement. Oversee the implementation of effective instructional strategies and differentiated instruction to meet the needs of diverse learners. Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices. Foster a culture of high expectations and continuous improvement in teaching and learning. Guide the implementation of standards-aligned curriculum and evidence-based instructional practices across all grade levels. Ensure strong tiered systems of support (MTSS) for academic and behavioral needs. Provide oversight of professional learning communities (PLCs) focused on student outcomes, equity, data-driven decision making, and instructional practice. Conduct frequent classroom walkthroughs and formal evaluations to provide ongoing coaching and actionable feedback to all staff. Data-Driven Leadership Analyze curriculum and instructional practices using assessment data to identify instructional needs and/or shifts to curriculum and instructional practices. Lead data-informed decision-making to monitor and support student achievement and instructional effectiveness. Analyze academic and behavioral data regularly to identify trends, gaps, and areas for improvement. Lead data-driven conversations during staff meetings, PLCs, and one-on-one coaching. Collaborate with instructional staff to develop goals and action plans based on formative and summative assessment results. Monitor student growth across subgroups and ensure equity in instructional practices and access to support services. Use data to evaluate the effectiveness of interventions and instructional programs. Monitor academic intervention and instruction resource use to inform decision making. Assessment, Data & Accountability Oversee the administration and use of formative, interim, and summative assessments across K-8 Support teachers in interpreting assessment data to inform instruction and intervention. Collaborate with district and school leaders to develop systems for monitoring student progress and instructional impact. Serve as the District Assessment Coordinator, and oversee and ensure compliance with all K-8 local, state, and federal assessment requirements. Early Literacy Compliance (Act 20) Ensure districtwide compliance with Wisconsin Act 20 early literacy requirements, including: Oversight of required literacy screeners and progress monitoring Documentation of reading improvement plans and parent notifications Support for teacher training in evidence-based literacy instruction Serve as the liaison to DPI and other entities regarding literacy policy and reporting. Collaboration & Leadership Act as a key instructional partner to school administrators, principals, instructional coaches, and content leaders in overseeing and leading excellence in teaching, learning, and assessment. Collaborate with school leadership and teachers on instructional decision making to ensure alignment and best practices across district. Coordinate efforts across departments (e.g., Special Education, Multilingual Learners, Technology) to ensure cohesive support for K-8 teaching and learning. Communicate curricular and instructional priorities clearly to all stakeholders. Staff Coaching, Development, and Supervision Provide ongoing instructional coaching to teachers through modeling, co-planning, co-teaching, and feedback cycles. Direct supervision and evaluation of instructional coaches across the district to ensure an aligned coaching model of all staff. Facilitate professional learning communities and support teachers in using student data to guide instruction. Partner with principals and instructional leaders to build school-level capacity for effective instruction and coaching. Supervise and evaluate licensed and classified staff in accordance with district evaluation systems. Provide personalized coaching, mentoring, and professional development based on staff needs and goals. Proactively monitor and address staff performance and professional conduct by conducting regular observations, providing timely feedback, and implementing support or improvement plans as needed. Collaborate with Human Resources to ensure concerns with staff performance are properly documented and addressed in a timely and professional manner in accordance with agency policies and employment regulations. Professional Development and Staff Support: Plan and outline a professional development and training program for all instructional staff that aligns with district and school goals for academic excellence and growth. Plan, deliver, and evaluate professional learning opportunities focused on curriculum implementation, instructional best practices, and assessment literacy. Support the development of teacher leaders and instructional coaches. Align PD to district goals, teacher evaluation frameworks, and school improvement plans. Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities. Collaborate with the Chief Academic Officer and Principal in conducting performance evaluations and providing constructive feedback to staff. Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties meeting DPI requirements. Provides orientation for new staff members or staff members in new assignments when and as needed. Encourages and recruits where/when necessary, teacher participation in all future planning building or agency-wide work. Provides guidance to necessary personnel as appropriate for positive resolutions to issues. Operational and Fiscal Management Provide oversight and coordination of all purchases and expenses related to curriculum, instruction, and assessment and ensure fiscal accountability. Maintain accurate records and compliance with district, state, and federal reporting requirements. Strategic Planning and Continuous Improvement Lead the development and implementation of the school improvement plan aligned to district goals. Use data to monitor progress, adjust strategies, and communicate results with stakeholders. Engage staff and community in shared leadership and goal setting. Contribute to district initiatives and represent the school in district wide leadership activities. Agency and Administrative Team: Attends and participates in the school, district, and/or agency events, meetings, or trainings as directed. Accepts and performs duties as member school leadership or staff committees. Prepares and provides in proper format all reports required or requested. Communicates to all school and agency leadership and administration in a timely, professional, and suitable manner. Adheres to the provisions of the UCC employee handbook and contracts when making decisions affecting working conditions of employees. OTHER: Maintains all necessary licensure and certification requirements of the position. Pursues necessary coursework, training and professional development to fulfill licensure and certification requirements. Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency and School Leadership, and/or his/her designee. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. WORKING RELATIONSHIPS: Reports to and is evaluated by the District Administrator - Chief Academic Officer; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff. WORK SCHEDULE: Typically works during school hours, and is on-site any time students and staff are present. Additional hours may be required for meetings, events, training, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the district administrator based on the needs of the building. INTENDED OUTCOMES AND SUCCESS MEASURES: Aligned, High-Quality Curriculum K-5 curriculum is vertically and horizontally aligned to state standards. Teachers have access to clear scope and sequence documents, instructional materials, and pacing guides. Curriculum programs implemented with fidelity across grade levels. Consistent High-Quality Teaching & Learning All students receive rigorous, engaging, and differentiated instruction from highly effective teachers. Classrooms reflect high-quality, evidence-based instruction aligned to the Science of Reading and other research-based practices. Notable growth in student achievement on state and local assessments over time. Classroom observation data shows increased use of best instructional practices. Improved teacher performance ratings through evaluation cycles. Increased access to grade-level content for all student groups. Aligned and Consistent Instructional Coaching Model across district Data Driven Decision-Making Increased teacher use of formative assessment and data-informed instruction. Schools use assessment data routinely to adjust instruction, identify trends, and plan interventions. Teachers and leaders regularly engage in collaborative data analysis meetings. Empowered, Supported Educators Teachers feel confident and supported through coaching cycles and professional development. Increased teacher retention and satisfaction linked to instructional support systems. Documentation of coaching cycles and mentoring supports. Effective and Supportive Staff Development High-quality PD is aligned to teacher needs and district goals. Staff are supported through professional learning and coaching to grow in their practice. Professional development participation rates and post-training feedback. Increased teacher attendance, engagement, and application of professional learning in classroom practice. Compliance with State Literacy Requirements (Act 20) All components of Wisconsin Act 20 are implemented with fidelity: screening, progress monitoring, intervention plans, and parent communication. Timely and accurate reporting to DPI and documentation for each student in need of literacy support. Equitable Access and Outcomes for All Students Systems and practices promote equity in access, opportunity, and outcomes across student subgroups. Disaggregated achievement data shows reduced performance gaps. Increase in inclusive classroom placements for students with IEPs and ELs. MTSS data reflects targeted support for struggling students. Efficient Resource Management Effective management of budget and purchases related to curriculum and instruction. Strategic Planning and Continuous Improvement The school demonstrates measurable progress toward goals through intentional leadership and data use. Staff and leadership teams actively use data to inform decisions and monitor progress. Mid-year and end-of-year review reports reflect goal alignment and growth. Evidence of innovation and adaptation based on ongoing needs assessments. UCC Schools Strategic Plan Goals: Schoolwide attendance average of 93% or greater Retention of 90% or more of DPI licensed school staff. 60% or more of total staff with more than 3 years of experience at UCC. 80% or more of our K5-3rd grade students will score above the 25th percentile on Early Literacy screening assessments. 60% of students will perform above the 50th percentile in reading and math based on NWEA Maps assessment. 80% or students will meet or exceed their growth target goals in reading and math on NWEA Maps assessments. Maintain or grow state report card score and status. Client satisfaction rate of 90% or greater across school programs. UWM staff survey results will demonstrate that our schools meet or exceed the survey result average across UWM charter schools on 95% of the survey categories Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Strong leadership and management skills in a school setting. Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. Ability to develop and implement effective policies and procedures. Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning. Ability to handle sensitive and confidential information with discretion. Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment. Demonstrates attention to detail and problem-solving skills Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends. Ability to work collaboratively with diverse stakeholders to achieve common goals. Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from administrators, staff, parents and the public. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all agency requirements and Schools' policies. Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students' special needs and parents. Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Must have a DPI Reading Specialist License (#5017) and Director of Instruction License (#5010) Must have a master's degree in School Leadership, Administration, Curriculum & Instruction, Literacy, or related field Minimum of 5 years of successful teaching and leadership experience at K-8 level Demonstrated experience in instructional coaching and adult learning Knowledge of early literacy best practices and state legislation (e.g., Act 20 compliance) Must have strong leadership and communication skills; background in teaching and building level administration preferred. Previous teaching and administrative experience required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver's license and reliable transportation. PHYSICAL REQUIREMENTS: Flexible time. Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). The schedule is generally hectic. May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or recess, working with computers and printers, light to moderate traffic, and human voices) Regular use of stairs and walking short distances is required daily. May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

To provide programs to Hispanics and near south side residents of all ages in the areas of education, cultural arts, recreation, community development, and health and human services. UCC assists individuals in achieving their potential by focusing on cultural heritage as a means of strengthening personal development and by promoting high academic standards in all of its educational programs. Qualifications This application is for candidates interested in applying for any available position.

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity, and their understanding of instructional practices as related to standards-aligned instruction and Data-Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with building administrators and instructional leadership staff. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is not a supervisory position and does not include evaluation of colleagues. UCC School Staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Roles and responsibilities of this position include, but are not limited to: Provide modeling of effective instructional techniques and data collection/analysis within PD sessions, co-teaching, staff meetings, and 1:1 conversation with teaching staff. Support the instructional development of all teachers in understanding the CCSS curriculum and varied assessments, the Framework for Teaching, and data analysis. Build strong relationships with teachers, administrators, and other coaches. Provide direction and coordination for how the curriculum is taught, consistent with District initiatives and recognized best instructional practices. Create an articulated schedule with the building administration. Assist teachers in understanding the United Community Center's mission and core values. Provide technical support to collaborative teams within buildings. Support the onboarding of newly hired staff by providing information on school expectations, lesson plan preparation, professional culture, and curriculum and instructional practices. Recommend professional resources, tools, and materials to teachers that will support and enhance classroom instruction and planning. Support teachers and administrators in using data to improve instruction on all levels. Support with data and assessment coordination (coordination of standardized testing, data discussions with teams, compiling and analyzing data for school leadership and staff) Assist teachers with intentional planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students. Support teachers by helping with share multiple instructional strategies/processes with teachers during planning times. Informally observe (non-evaluative) lessons and provide feedback for a teacher's professional growth and students' success. Develop staff members' knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs. Develop coaching plans for teachers to ensure student improvement. Utilize Adult Learning Theory to motivate adult learners to improve professional practice. Contribute to the development systems and structures to improve teacher practice within schools. Provide job-embedded informal professional learning beyond the coaching responsibility. Submit a weekly coaching log and any pertinent data requests/coaching documentation to the building principal. Attend summer training sessions and any professional development identified by building and/or district administration. Discuss set weekly instructional goals by building administrators for teachers and assist in designing an observation schedule to provide feedback on teachers' progress in meeting those goals; Oversee curriculum development and student assessment-related systems; Support special education and ELL inclusion program, monitor the effectiveness of inclusion, and provide feedback and support to create a high-quality inclusion program; Develop and lead instructional professional development Monitor academic progress of students throughout the year Engage in weekly PLC meetings with grade levels and/or subject area teams as determined by the building principal. TEAM MANAGEMENT AND LEADERSHIP: Develop and support a culture of reflective practice among teachers Effectively collaborate with school administrators, teachers, colleagues, families. Plan and support facilitation of professional development Develop positive interpersonal relationships among staff members Provide consistent and high academic and behavioral expectations for students Communicate effectively with school administrators, students, families, and colleagues CURRICULUM AND ASSESSMENT DESIGN: Communicates effectively with building and district administrators. Facilitate weekly meetings to analyze student work, review information regarding classroom assessments, and plan for instruction Review teacher lesson plans and instructional practices regularly to ensure alignment with school goals and fidelity of implementation of school curriculum programs and practices. Ensure student mastery of state and school academic and behavioral standards; Design and implement assessments that measure progress towards academic standards; Use assessment data to refine curriculum and inform instructional practices; Provide feedback to building and district leadership on the development, implementation, and revision of curriculum maps INSTRUCTION, PLANNING, & PREPARATION: Support and coach teachers effectively … Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Ensure classroom instruction is coherent and includes differentiated strategies and scaffolds for diverse learners. Outline clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level. Integrate knowledge of students' backgrounds, interests, and learning styles into planning. Administer, select, and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. CURRICULUM DEVELOPMENT & IMPLEMENTATION: Support and coach teachers effectively … Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identify, select, & modify instructional resources to meet the needs of learners with varied backgrounds, learning styles & special needs. Assist in discussing and assessing changing curricular needs and offering plans for improvement. Ensure that student growth and achievement are continuous, appropriate for the age group, and follow the curriculum's scopes, sequences, and guidelines. STUDENT ASSESSMENT: Support and coach teachers effectively … Coordinate regular assessments to evaluate students' progress and understanding of the curriculum. Collect and analyze student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction. Promote student ownership of learning through goal setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assume responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance, achievement, and growth over time as a result of instructional coaching practices implemented with teachers. Supports the management and implementation of local, state, and national assessments as required by the school and grade level. CLASSROOM MANAGEMENT: Support and coach teachers effectively … Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Maintain a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior. Implement consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior. Use proactive, positive reinforcement strategies to encourage appropriate behavior. Recognize and celebrate student successes to build confidence and motivation. Effectively monitor and supervise students at all times. Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, structured, inviting, and culturally responsive physical space. COMMUNICATION & FAMILY ENGAGEMENT: Communicates effectively both orally and in writing, with students, teachers, administration, and other professionals on a regular basis using school-selected communication platforms. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate and contribute to school events or family engagement opportunities. PROFESSIONAL DEVELOPMENT: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. COLLABORATION & TEAMWORK: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Support classroom behavior through modeling and coaching using proactive management strategies and, when appropriate, restorative practices. RECORDS & DOCUMENTATION: Maintain accurate and up-to-date records of all instructional coaching activities, including meetings, observations, coaching cycles, and follow-up actions. Prepare detailed coaching notes and documentation in a timely manner, adhering to school and district policies and procedures. Plan and coordinate professional development sessions and training for teaching staff; ensure thorough preparation for school events, workshops, and functions. Ensure compliance with all school, district, state, and Head Start policies regarding child safety, mandated reporting, and confidentiality requirements. Support Head Start compliance efforts, including: Assisting with the coordination and documentation of home visits and parent-teacher conferences. Supporting the preparation and timely completion of transition reports and other federally required documentation. Ensuring accurate recordkeeping aligned with Head Start Program Performance Standards and guidelines. Collaborate with educators to improve instructional practices through data-driven coaching strategies. Maintain a positive and professional relationship with staff, students, and families, respecting cultural and linguistic diversity. Certification in CLASS (Classroom Assessment Scoring System) as an Observer for designated age levels: Infant (birth - 18 months) Toddler (15 - 35 months) Pre-K (3 - 5 years) A CLASS-certified observer is qualified to collect valid and reliable data in live or video-recorded classes. Provide targeted feedback and support in areas of instructional growth, using data and observation to inform individualized coaching plans and improvement strategies. Plan, coordinate, and deliver professional development sessions for all teaching staff; assist with preparation for school events, trainings, and family engagement activities. Collaborate with educators to improve instructional practices, strengthen teacher-child interactions, and promote positive child outcomes. Use coaching cycles, observation tools, and reflective dialogue to foster teacher development in key domains of learning and teaching. INTENDED OUTCOMES AND SUCCESS MEASURES: Improve student and teacher performance in targeted areas as identified. Increase in Professional Learning opportunities and participation of staff across the district. Notable change in teaching practices as a result of instructional coaching and support provided. Improve student academic achievement and growth as observed through MAP data, Forward data, Summative assessments, and EE data. Increase in teacher use of targeted strategies (measured through walkthroughs or observation data) Improved teacher evaluation ratings in instructional domains via EE evaluation. Teacher reflection logs or surveys indicate growth in practice Growth in formative and summative assessment scores as a result of improvements to instructional practices. Improvements in specific subgroups' performance (e.g., ELLs, students with IEPs) Evidence of instructional adjustments based on coaching recommendations Evidence of implementation of PD strategies in classroom practice Number of completed coaching cycles per quarter/semester Goal setting and progress tracking are documented for each teacher coached Teachers report high levels of trust, clarity, and value in coaching relationship (via survey or feedback) Teachers adjust instruction based on student data and coach feedback Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students' special needs and parents. Handle sensitive information in a confidential manner' Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues. Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities. Qualifications Bachelor's degree in early childhood. At least 5 years of successful teaching experience is required. Must have strong leadership and communication skills. Record of impacting student achievement and working successfully with students with the greatest needs. Proven ability to work cooperatively and effectively with colleagues, including creating and nurturing a professional community of adult learners. Demonstrated leadership and strong interpersonal skills, including giving and receiving constructive feedback. Proven ability to use student-level data to guide instructional decisions. Understanding and experience with NWEA and WI State assessments, preparation, implementation, and coordination. Demonstrated Teacher Leadership. Strong pedagogical knowledge and content expertise. Demonstrated expertise in oral and written communication, which includes the capability to be supportive, yet candid with teachers and administrators. Strong interpersonal skills. Exhibits an awareness of current educational research and can speak to instructional strategies that enhance student learning. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multitasking and time management skills. Must have a valid driver's license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 40 pounds, force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or recess, working with computers and printers, light to moderate traffic, and human voice. May be required to operate a motor vehicle during duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

Coordinate and manage care for elderly and adults with physical, developmental, and intellectual disabilities who are members of the Community Care, Inc. program. Perform initial and ongoing assessments to include care plan development, risk reduction strategies, and service coordination. Identify, evaluate, implement, and monitor long-term healthcare needs and manage services. Maintain clear and updated documentation of all contacts and services provided. Perform home visits and maintain a regular schedule of client contacts and visits. Provide access to community resources for clients and families. Maintain contact with a family member on needs and services offered to a client. Contact service providers to coordinate and authorize services to meet the identified needs of clients KNOWLEDGE, SKILLS, AND ABILITIES Ability to interact effectively with people from diverse backgrounds. Ability to communicate effectively, verbally, and in writing. Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance Demonstrated computer literacy skills, using MS Office, Google applications, and other basic data systems including Internet navigation. Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Self-motivated and able to work independently. Qualifications Must have excellent interpersonal and communication (written and spoken) skills and the ability to work in a multicultural environment. Exceptional organizational and multitasking skills. Must be dependable, flexible, detail-oriented, and have basic computer knowledge. Previous experience working with the elderly and disabled is seen as an advantage. A bilingual Spanish speaker is highly preferred but not required. Bachelor's degree in social work, Human Services, Psychology, or another related field, and a valid driver's license and insured vehicle. At least one (1) year of formal (non-family setting) experience working with a geriatric population in community care management or related community experience with older adults.

The ELL Teacher is responsible for supporting the language development and academic success of students who are learning English as an additional language. This educator works collaboratively with classroom teachers, support staff, and families to provide direct instruction, develop language acquisition strategies, and ensure that multilingual learners are progressing toward English proficiency and grade-level academic standards. Teachers are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center's policies, procedures and curriculum guidelines. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: ELL Responsibilities: Provide direct English language development (ELD) instruction to students in small groups or individual settings, aligned with WIDA standards and students' English proficiency levels. Collaborate with general education teachers to co-plan and support differentiated instruction that meets the language and content needs of ELL students in the mainstream classroom. Assess and monitor student progress in English language acquisition using tools such as the WIDA ACCESS assessment, model performance indicators, and formative assessments. Develop and implement Individualized Language Plans (ILPs) or Language Development Plans (LDPs) as required. Serve as a resource and advocate for multilingual students and their families, promoting inclusive practices and cultural responsiveness. Provide professional development and consultation for classroom teachers on best practices for supporting English learners. Maintain accurate records of student progress and services provided in accordance with district, state, and federal guidelines. Participate in student support team meetings, parent-teacher conferences, and IEP/504 processes as needed. Stay informed about current research, resources, and legal requirements in ELL education. Instruction, Planning, and Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy. Integrate knowledge of students' backgrounds, interests, and learning styles into planning. Select and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. Curriculum Development and Implementation: Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles and special needs. Assists in assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum's scopes & sequences & guidelines. Student Assessment: Conduct regular assessments to evaluate students' progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning and groupings. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performances. Prepares students for local, state, and national assessments as required by the school and grade level. Classroom Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establish and maintain a positive and inclusive classroom environment conducive to learning. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate, and are effectively supervised at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making Communication & Family Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students' progress, behavior, areas for growth, and upcoming events. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel's pupils' academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students' learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers, and the community. Establishes and maintains cooperative working relationships with students, parents, and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality. INTENDED OUTCOMES AND SUCCESS MEASURES: Progress on state ELP assessments (ACCESS for ELLS or WIDA Screener) Movement across WIDA levels annually Percentage of students meeting language growth targets or exiting ELL status Improved performance on benchmark and classroom/school/state assessments with support Reduction in academic gaps between ELL and non-ELL students Increase in ELLs achieving grade-level proficiency in core subjects Frequency of co-planning meetings or consultations with classroom teachers Positive teacher feedback on support and strategies provided Shared ownership of ELL progress across instructional teams Parent feedback indicates satisfaction and understanding of their child's progress Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google Forms, and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self-reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students' special needs and parents. Handle sensitive information in a confidential manner. Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Bachelor's Degree as well as current Wisconsin DPI English as a Second Language (ESL) licensure or Bilingual Education endorsement required for position. Experience working with English learners in a K-8 setting is preferred. Knowledge of second language acquisition theory, culturally responsive pedagogy, and ELD instructional strategies. Bilingual (Spanish/English) strongly preferred (but not required). Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver's license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

The purpose of this job is to provide evaluation and intervention to enhance a student's level of communicative functioning in order for him/her to participate in the school environment. This role entails developing specific goals and plans to develop speech and language skills in students and to facilitate the personal, social, and intellectual development of students. The role requires prioritizing and organizing daily work and caseload to respond to the individual needs and abilities of students. Speech pathologists will establish learning objectives consistent with the appraisal of student needs, curriculum framework, and knowledge of child development. Selected candidates will be dedicated to improving their skills and knowledge base in current trends in speech pathology, research, and methodology in instructional techniques, to support student growth and acquisition of communication skills. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: ASSESSMENT & IDENTIFICATION: Conduct formal and informal speech and language assessments in accordance with state and federal regulations. Analyze data and write comprehensive evaluation reports to determine student eligibility for speech/language services. Participate as a key member of the multidisciplinary evaluation team. Assist in the early recognition and prevention of educational problems. Monitor student progress and make informed, timely educational decisions. Conduct speech and language screenings and culturally responsive diagnostic evaluations to determine the need for clinical services. Conducts culturally responsive comprehensive evaluations and completes progress reports. Re-evaluates short-term objectives and writes new ones as needed. Uses standardized instruments that are normed on native or bilingual Spanish speakers, clinical judgment, and teacher-parent input to screen, evaluate, and reassess students' needs (consult with SLI Resource Specialist). THERAPY & INTERVENTION: Assist in developing speech and language skills to facilitate the personal, social, and intellectual development of students. Develop and implement individualized treatment plans and IEP goals for eligible students. Provide direct therapy services (individual or group) as outlined in IEPs. Use evidence-based interventions tailored to students' unique needs and educational contexts. Identifies, selects, and/or creates appropriate materials and/or equipment for speech therapy services and for students with specialized needs. Demonstrate awareness of the needs of students and provide for individual differences. Develop and implement treatment plans for problems such as stuttering, delayed language, swallowing disorders, and inappropriate pitch or harsh voice problems, based on own assessments and recommendations of physicians, psychologists, and social workers. Teach clients to control or strengthen tongue, jaw, face muscles, and breathing mechanisms, and develop speech exercise programs to reduce disabilities. Manages time, materials, and equipment effectively Establishes schedules for speech therapy sessions. IEP DEVELOPMENT & COMPLIANCE: Collaborate with IEP teams to create measurable, educationally relevant goals. Participates in developing Individual Education Plans (IEPs), including measurable goals and objectives for each student's needs as applicable to the educational setting. Maintain accurate and timely documentation of therapy sessions, student progress, and IEP service delivery. Ensure compliance with timelines for evaluations, IEP meetings, and service provision. PREVENTION & EARLY INTERVENTION: Participate in MTSS (Multi-Tiered System of Supports) teams to identify and support students at risk for communication delays. Deliver classroom-based or small-group language enrichment and social communication activities as needed. CLASSROOM MANAGEMENT: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS: Assist students in developing feelings of self-worth and in making social adjustments that permit them to cope with disabilities. Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making COMMUNICATION & FAMILY ENGAGEMENT: Provides functional suggestions to teachers and parents regarding the student's therapy program. Instruct patients and family members in strategies to cope with or avoid communication-related misunderstandings. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. PROFESSIONAL DEVELOPMENT: Stay current on research and best practices in speech-language pathology and special education. Provide training and coaching for staff on communication strategies, augmentative communication, and related topics. Adhere to professional ethics and ASHA Code of Ethics, and maintain active state licensure and national certification (if applicable). Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Adhere to required program guidelines as defined by the Wisconsin Department of Public Instruction for Special Education. COLLABORATION & TEAMWORK: Assist teachers in the development and implementation of curriculum modifications and appropriate classroom strategies. Work with Speech Team, including a Speech Aide, and Special Services team to serve students with Speech and language impairment. Supervise and train staff members as assigned. Consult regularly with classroom teachers, support staff, and parents to generalize communication skills across settings. Support inclusive practices by helping staff modify curriculum and environments to support communication development. Collaborate with other specialists, such as occupational therapists, psychologists, and behavior specialists. Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with teachers, administrators, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. RECORDS & DOCUMENTATION: Maintains accurate daily records and data collection to document students' attendance, progress, and speech services delivered. Maintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services. Monitor student progress, maintain accurate records, and report on goal attainment regularly. Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports and other documentation in a timely manner, following school policies and procedures. INTENDED OUTCOMES AND SUCCESS MEASURES: Percentage of students meeting or exceeding IEP speech/language goals Observable generalization of skills into classroom and social settings (noted by teacher/parent feedback) Student performance on standardized or curriculum-based speech/language assessments shows growth 100% of IEPs and re-evaluations are completed on time and include high-quality, measurable goals Services are delivered according to IEP service minutes with accurate documentation Progress reports are completed quarterly and reflect individualized growth Walkthroughs or observations reflect use of evidence-based, developmentally appropriate interventions Student engagement and participation in therapy is consistently high Adjustments to therapy are based on progress monitoring and data Regular communication with classroom teachers about strategies and student needs Positive staff survey or feedback responses related to the SLP's collaboration and support Participation in team meetings (IEP, MTSS, parent-teacher conferences) with relevant contributions Families receive regular, clear updates on student progress and strategies to support communication at home Evidence of family collaboration (e.g., follow-through with home practice or AAC use) Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates professional knowledge of the theories, terminology, principles, and techniques of Speech Language Pathology practices in pediatric, adolescent, and young adult growth and development, neurological disabilities, behavioral management, and psycho-social aspects of children with mental and physical disabilities. Demonstrate knowledge of current best practices in the area of speech-language pathology, and the assessment and treatment of speech disorders. Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students' special needs and parents. Handle sensitive information in a confidential manner' Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional Qualifications Bachelor's and/or master's degree and current Wisconsin DPI teacher licensure as a speech-language pathologist. Preferred master's degrees in speech-language pathology. Certification by the American Speech-Language-Hearing Association. At least one (1) year of experience in a preschool and/or elementary education setting is preferred (but not required). The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

UCC School teachers are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical, and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with the United Community Center's policies, procedures, and curriculum guidelines. ESSENTIAL DUTIES AND RESPONSIBILITIES Instruction, Planning, and Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy. Integrate knowledge of students' backgrounds, interests, and learning styles into planning. Select and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. Curriculum Development and Implementation: Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles, and special needs. Assists in assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement are continuous and appropriate for the age group and follows the curriculum's scopes & sequences & guidelines. Student Assessment: Conduct regular assessments to evaluate students' progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis and uses data to inform planning and groupings. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance. Prepares students for local, state, and national assessments as required by the school and grade level. Classroom Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establish and maintain a positive and inclusive classroom environment conducive to learning. Foster a classroom culture of mutual respect and high expectations that is inclusive, equitable, and respectful of all students. Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate, and are effectively supervised at all times. Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making Communication & Family Engagement: Communicates effectively both orally and in writing with students, parents, and other professionals on a regular basis regarding students' progress, behavior, areas for growth, and upcoming events. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel pupils' academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students' learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality. Performs other duties and responsibilities as assigned by their supervisor COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Ensure compliance with all Young Start Performance Standards, including child safety, documentation, supervision, and classroom quality standards Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues. Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities. KNOWLEDGE, SKILLS, AND ABILITIES Demonstrates Basic computer knowledge, Basic knowledge of Excel, Word, and Google Forms, and other Google applications. Demonstrates leadership in the classroom. Demonstrates enthusiasm towards students, parents, and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self-reflect and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students' special needs and parents. Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications A bachelor's degree and current Wisconsin DPI teacher licensure are required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multitasking and time management skills. WORKING CONDITIONS: Ability to sit most of the time with some bending and reaching. Ability to stand, walk, and bend most of the time. Ability to engage in the repetitive movement of wrists, hands, and fingers - typing and/or writing. Ability to work frequently at close visual range (i.e., preparing and analyzing data and figures, accounting, Ability to exert up to 35 pounds of force to lift, carry, push, pull, or otherwise move objects. Ability to frequently go up and down stairs. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes a Telephone, a Personal Computer (monitor, keyboard, and mouse) or Tablet, a Printer/Photocopy Machine, a Calculator, and a Fax Machine. May be required to operate a motor vehicle during duties. May be required to travel within UCC Schools buildings to participate in trainings, such as but not limited to professional development.

The driver provides safe transportation of participants from their homes to the agency and back home. DRIVER ESSENTIAL DUTIES AND RESPONSIBILITIES Must initiate, complete, and pass the City of Milwaukee Passenger Vehicle License within the first weeks of employment. Perform general, basic inspection of the vehicle to ensure the safety of passengers, including maintaining the bus clean and sanitized, and windows clean, as well as keeping buses with gas. Preparation of transportation reports and records. Including a log of use of the bus, maintenance, and gas. Must provide assistance to passengers getting on and off the bus, from their homes, and into the agency building, including assistance with walkers and wheelchairs. Provides safe transportation to participants during field trips. Provide assistance with the supervision and activities of participants of the Adult Day Center and/or Senior Center. Must work in collaboration with the Program Assistants and Senior Center Staff on assistance needed and/or requested with the participants and Senior Center programming. Other duties and responsibilities as assigned. KNOWLEDGE, SKILLS, AND ABILITIES Demonstrates Basic computer knowledge, Basic knowledge of Excel, word, and Google Forms. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to work as a team as well as independently. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, clients, and the community. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate excellent human relations and interpersonal skills. Demonstrate genuine concern for the well-being of the participants. Complete incident reports when necessary. Friendly, outgoing, good listener, patient. Dependable and punctual. Flexible with work schedule. Objective and equitable treatment of all participants. Demonstrate the ability to maintain confidentiality. Demonstrate the ability to maintain control in difficult, stressful, or threatening situations. Qualifications To be qualified for this position, an individual must meet the following standards and be able to perform the essential functions of the job: High School Diploma or equivalent, Certified Nursing Assistant Certification, or experience working with seniors in a health care setting. Experience working with older adults with dementia or Alzheimer's preferred. Bilingual in Spanish, patient, dependable, reliable, able to provide confidentiality, and the ability to work in a multi-cultural environment. Good driving record, valid Wisconsin driver's license, and City of Milwaukee Public Passenger Vehicle License. WORKING CONDITIONS: Work may be performed in a variety of settings with varying levels of cleanliness, noise, sitting, standing, walking, squatting, bending, lifting, and carrying over 50 lbs., pushing, pulling, and dragging. Occasional exposure to blood-borne or airborne pathogens. Occasional exposure to combative clients. Hazards are typically present in a home environment.

The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0-3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6-8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness. Essential Duties and Responsibilities Instruction, Planning, and Preparation Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum. Design coherent instruction, differentiating and scaffolding for diverse learners. Establish clear instructional outcomes and align them with grade-level and developmental expectations. Use student interests, backgrounds, and learning styles in planning. Prepare and implement formative and summative assessments. Deliver engaging, rigorous instruction and promote critical thinking. Monitor student understanding and adjust instruction as needed. Curriculum Development and Implementation Implement all curriculum and instructional practices with fidelity. Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching practices. Modify resources and instruction based on student needs. Support continuous student growth based on curriculum scopes and sequences. Student Assessment Conduct regular assessments to track student progress. Use data to inform planning and instructional decisions. Provide timely, specific feedback to students and families. Support student goal-setting and self-reflection. Meet performance goals and IFSP (Individualized Family Service Plan) targets; prepare students for required assessments. Classroom Management Create a safe, respectful, and inclusive learning environment. Establish and maintain consistent classroom expectations and behavior management strategies. Supervise students at all times and maintain a well-organized, culturally responsive classroom space. Foster collaboration and student responsibility. Social-Emotional Learning & Student Relationships Integrate Tier 1 SEL into regular instruction. Foster an emotionally secure, supportive classroom environment. Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff. Model and promote positive social behaviors and decision-making skills. Communication & Family Engagement Communicate effectively and regularly with students, families, and team members. Build trust and rapport to support student achievement. Conduct conferences and collaborate with families to reinforce learning at home. Maintain professional and ethical standards in all interactions. Share academic and behavioral updates using a strengths-based approach. Professional Development Engage in ongoing professional learning and reflective practice. Participate in training, meetings, and professional development sessions. Contribute to the school community and positive culture. Maintain professional conduct and stay informed on educational best practices. Collaboration and Teamwork Collaborate with colleagues, support staff, and administrators to support student success. To implement support plans, work closely with special education, ELL, and student support teams. Participate in data meetings and problem-solving sessions. Share responsibility for behavior management and restorative practices across the school. Records and Documentation Maintain accurate records of student attendance, performance, and behavior. Prepare progress reports and other documentation according to school policy. Collect and organize documentation for classroom events, field trips, and compliance purposes. Compliance and Policy Adherence Ensure compliance with Head Start Performance Standards and child supervision requirements. Adhere to DCF licensing regulations and mandated training hours. Uphold Young Star and NAC (National Accreditation Commission) quality standards. Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies. Submit all documentation (lesson plans, individualization, observations, reports) on time. Demonstrate cultural competence and promote equity and inclusion in all interactions. Maintain regular communication via email and agency-approved channels. Knowledge, Skills, and Abilities Basic computer proficiency, including Microsoft Word, Excel, and Google Suite. Leadership skills within the classroom and collaborative settings. Enthusiastic and respectful toward diverse students, families, and staff. Ability to adapt to dynamic situations inside and outside the classroom. Strong organizational, time-management, and communication skills. Growth mindset with a commitment to continuous improvement. Ability to multitask, prioritize, and work independently or as a team. Experience supporting students with special needs and collaborating with families. Receptiveness to feedback and openness to new ideas and strategies. Strong interpersonal and problem-solving skills. Commitment to ethical conduct, professionalism, and meeting deadlines. Qualifications Infant/Toddler CDA or Associate's/Bachelor's degree in Early Childhood Education or related field. Must pass all required background checks and physical exams. Valid driver's license and reliable transportation. Ability to travel locally or long-distance up to 10% for meetings or training. Physical Requirements Frequently sit, stand, walk, bend, and reach throughout the day. Ability to lift, push, pull, or carry up to 40 pounds. Frequent wrist and hand movement (typing, writing). Visual acuity for reading, screen use, and monitoring children. Clear hearing and speech for communication. Ability to go up and down stairs regularly. Working Conditions Work primarily in a classroom environment; noise level ranges from moderate to loud. May occasionally be required to operate a motor vehicle for work-related tasks. Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet Printer/Photocopier, Fax Machine, Calculator.

The School Athletic Coach is responsible for leading, developing, and managing a school sports team for students in grades 3-8. This role includes planning and conducting practices, supervising games, teaching the fundamentals of the sport, fostering sportsmanship, and promoting student engagement, teamwork, and personal growth. The coach will uphold the values and mission of the school and serve as a positive role model for all student-athletes. Our UCC programs offer the following athletic coaching opportunities: Cross Country: Grades 6-8 Basketball: Grades 3 and up Volleyball: Grades 4 and up Flag Football: Grades 4 and up Indoor Soccer: Grades 3-6 Outdoor Soccer: Grades 6-8 Spring Baseball Badges: Grades 3-5 Fit Kids: Grades 2-3 Boxing: youth and adults ESSENTIAL DUTIES AND RESPONSIBILITIES: 1. Coaching & Instruction Plan, organize, and conduct age-appropriate practices and training sessions aligned with skill development and team strategy. Teach fundamental skills, game rules, and tactics of the assigned sport in a manner appropriate for elementary and middle school students. Adapt coaching techniques to meet the varying skill levels and developmental needs of student-athletes. 2. Game Day & Supervision Manage team logistics for games/meets, including lineup preparation, in-game decisions, and communication with referees and opposing coaches. Supervise students before, during, and after practices and games to ensure safety and proper conduct. Coordinate team transportation, uniforms, and equipment in collaboration with the Athletic Director. 3. Student Development & Support Promote positive character development, leadership, responsibility, and respect among team members. Encourage academic accountability and school-wide expectations among student-athletes. Address behavioral or disciplinary concerns in coordination with school staff as needed. 4. Communication & Collaboration Maintain clear communication with parents, students, and school staff regarding schedules, expectations, and updates. Collaborate with the Athletic Coordinator and other coaches to align athletic programming and support a cohesive athletic culture. 5. Program Administration Track attendance, eligibility, and student participation records. Maintain an inventory of team equipment and uniforms. Adhere to all school and district athletic policies, including safety protocols and concussion awareness training. INTENDED OUTCOMES AND SUCCESS MEASURES: Support students in balancing athletics participation and academic performance Promote student growth and development of physical fitness, teamwork, sportsmanship, discipline, and perseverance among student-athletes Student athletes will maintain and/or growth their academic performance over time with participation in athletic programming. Apply and implement professional learning and training practices provided by the school and/or district. Be responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs. Effective management and support for student behaviors in the classroom setting. Effective instructional strategies in place to maximize engaged student learning time and minimize disruptions and lost instructional time. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Strong leadership and communication skills Passion for youth development and character-building through sports Positive role model with high standards of professionalism and integrity Ability to build team spirit and cultivate a supportive, inclusive team culture Flexible, organized, and able to manage multiple responsibilities Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Handle sensitive information in a confidential manner' Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications High school diploma or GED Previous experience in coaching or playing the sport being coached Understanding of child development, especially in 8-14-year-olds First Aid/CPR certification (or willingness to obtain) The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver's license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a gym and/or school environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors or offsite. Requires active supervision of students in varied settings (gym, school, off-site, athletic locations, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedules follow the specific athletic season and program and are seasonal. Noise level in the work environment is moderate to occasionally loud (examples: gym environment, loud voices during practices and games, etc.) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

Full-time Description Now Hiring: Ready for a rewarding career working with children? YWCA Rock County is now accepting applications for the School Age Child Care Site Supervisor! Benefits include paid time off, competitive wages, training and more! Application and job description available at ***************************************

The Art Therapist is responsible for providing therapeutic services. Conducting individual and group art therapy sessions, creating a safe and supportive environment for clients to explore their emotions and experiences through art. Position Type: Full-Time/Regular Essential/Primary Duties: Assist counselors and clients in developing and implementing an art therapy plan/component to enhance treatment. Encourage clients to express emotion and explore their problems using a wide range of art materials and techniques, enabling positive change and personal growth. Uses the creative process of art-making to improve and enhance the physical the physical, mental, and emotional well-being of clients. Planning, designing, and facilitating a schedule of activities with individual clients and groups. Obtains information and clarity options from other professionals in the treatment team. Facilitates art exploration and encourages healthier life styles and alternative healthy behaviors and expressions. Plans and conducts art therapy sessions to rehabilitate social, psychological, and physical disabilities. Confers with members of the treatment team to determine the physical and psychological needs of clients. Maintains appropriate charts, records, and periodic reports on client's progress as required per department guidelines and professional standards. Stay current with the latest research and best practices in art therapy. Maintain a professional and ethical approach to all aspects of clinical practice. Participates in professional staff meetings and provides information and consultation regarding client's clinical progress. Other duties as assigned by the supervisor. Qualifications Licensed Professional Counselor (LPC) with Art Therapy specialization, Board Certified Art Therapist (ATR-BC) required. A master's degree in Art Therapy from an accredited program is required. Three years of experience in Art Therapy in a relevant setting is preferred. Strong clinical skills in assessment, diagnosis, and treatment plan. Ability to build rapport and establish trust with clients. Strong creative and artistic abilities. Bilingual (Spanish / English) desirable. Working Conditions: Clean working conditions, computer, ability to bend, sit, and stand for hours at a time. Ability to be flexible with the lunch hour. ACKNOWLEDGEMENT: This job description outlines the general nature and level of work required of any employee assigned to this position. It does not intend to imply these are the only duties and responsibilities assigned to the job. The employee may be required to perform other job-related duties, as requested by the position's manager and the Clinical Supervisor. All is subject to change and possible modification to address changing business conditions and reasonably accommodate individuals with a disability.

This position works as a part of a team to assist in activities in the areas of the classroom, kitchen, and bus, and/or to serve as a disabilities aide as needed. The position contains elements of s of positions with titles similar to classroom aide, bus monitor, janitor, and kitchen aide, and as a disability aide, providing support for children with disabilities. Works with typically developing children and/or children with special needs/ disabilities. The position may be reassigned to various classrooms/centers/bus routes as deemed necessary for program operations. This position may receive content area technical support and training from the staff person responsible for center supervision, teacher, bus driver, staff person responsible for transportation, kitchen staff, and/or program managers/specialists/coordinators. ESSENTIAL DUTIES AND RESPONSIBILITIES The duties of the position are described in the major functional areas listed below. CLASSROOM AIDE Assists classroom staff in all classroom activities, field trips, and outdoor activities included in lesson plans. Dress in clothing that is appropriate for outdoor activity and all-weather conditions and be prepared to go outdoors daily. Assists in developing materials and providing activities related to the cultural background of the children and families served. Helps supervise at mealtime, eating with the children to encourage good nutrition and social skills. Helps keep the classroom and its contents clean and orderly. Assists the teacher in any aspect of the program as the need arises (e.g., at Family Nights, copying newsletters, cutting out classroom materials, making phone calls, etc.). Serves as a temporary substitute in the periodic absence of the assistant teacher or teacher. JANITORIAL AIDE SERVICES Empties trash or garbage containers if needed before the custodian or janitor services. Sanitizes surfaces and picks up and puts away materials in the classroom or kitchen to maintain a safe and organized environment. Serves as a janitor in the absence of the regular custodian or janitor on a periodic basis. Does light yard work or snow removal. KITCHEN- AIDE Completes routine kitchen/dining room/food chores as assigned (e.g., dishwashing, portioning foods, taking and logging temperature of foods received from vendors, etc.) Prepares necessary food and serving items for service prior to or after use. These duties may include the preparation of food to meet the needs of children with special needs or disabilities. Participates in food service clean-up, inventory, and other food service tasks as requested. Substitutes for regular Cook or Assistant Cook as needed. Assists with inventory maintenance of all necessary supplies, food, and equipment used for food services operations. Assists with the processing and storage of food and food-related items as they are delivered. Assists in carrying out a financially successful food service operation by helping to control food and labor costs. Assists with logging meals/snacks in the menu book following USDA/CACFP required documentation for food purchased, prepared, and served. Supports staff/parents in preparing and cleaning up after meals/snacks for meetings, planning sessions, and other special events as requested. Ensures that dishes are returned to the kitchen or food service vendor transport boxes for cleaning and preparation for the next meal. Notifies supervisor of any safety, health issues or concerns. Participates in ongoing training in food preparation and nutrition as requested. Follows the established system for cleaning to ensure that the kitchen and storage rooms are kept in a clean and sanitary manner. Report any kitchen equipment not in good working order to the supervisor to ensure the kitchen remains safe and hazard-free. Prepares food in a safe and sanitary manner. Responsible for complying with all local, state, and federal standards regarding hygiene and sanitation. DISABILITIES AIDE Works with assigned children with disabilities. Supports the work of the classroom staff and managers, specialists and/or mental health consultants in carrying out individual plans for children with special needs. With direction from professional staff, follows I EP/IFSP. EXAMPLES OF GENERAL JOB DUTIES--ESSENTIAL JOB FUNCTIONS Understands, generates, and documents in-kind and other allowable costs applied toward the non-federal share requirement. Attends all workshops and meetings as deemed necessary by the immediate supervisor. Attends all required staff and parent meetings and activities. Responsible for understanding Head Start Performance Standards and local child care licensing regulations. Expected to be knowledgeable of the regulations associated with the prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination. Positively promotes Head Start in the community. Maintains strict confidentiality with respect to Head Start/Early Head Start children, families, and staff in accordance with established policies and procedures. Becomes thoroughly familiar with UCC Head Start Employee Handbook: Human Resources Policies and Procedures, UCC Head Start Operations Manual, and all other UCC HS handbooks, manuals, and resources, and adheres to them. Comply with all Health and Safety policies, including ensuring no child is left alone or unsupervised by staff, consultants, contractors, or volunteers while under my care SUPERVISION EXERCISED Immediate supervision means those employees who are assigned, directed, and evaluated. Non-Essential Duties: Performs any other duties as assigned. DECISIONS AND COMMITMENTS This section will describe the kinds and impact of decisions and commitments; the effects, influence, and significance of these decisions; the consequences of error; and the limitations of the finality of decision-making. Decisions and commitments involving the education program are very important and affect the children and the continued funding of the program. Following the guidelines and regulations of the program is of the utmost importance to ensuring quality services for children and families. SUPERVISION RECEIVED The and the Head Start Program Performance Standards serve as guidelines. Assistance is received from other agency staff, and outside assistance can be received from other related resources as needed. Head Start/Early Head Start effectively uses the teamwork approach. All content areas are interwoven so as to better assist and support families. The immediate supervisor is responsible for appraisals of this position. KNOWLEDGE AND ABILITIES Knowledge: Knowledge of the basics of working with preschool children. Knowledge of the purpose of the Head Start/Early Head Start Program. Knowledge of basic food preparation, serving, and sanitation practices. Knowledge of local resources, customs, and languages is helpful. Abilities: Ability to relate sensitively with children and to work well with staff, parents, and families. Ability to follow directions and take initiative. Ability to keep all information on families strictly confidential. Ability to communicate effectively with children and staff. Must have the physical, emotional, and mental ability to assist the Bus Driver with a vehicle full of children in a safe and pleasant manner when riding the bus. Ability to work with children with disabilities. Ability to learn the U.S. Department of Transportation and CDL regulations LANGUAGE SKILLS · Ability to communicate both written and oral. · Ability to follow directions from both written and oral instructions. · Ability to read and comprehend instructions, short correspondence, and memos. · Ability to write simple correspondence. · Ability to communicate with families and children positively and helpfully. · Ability to respond to common inquiries or complaints from the community. · Some Bilingual fluency is helpful (English/Spanish or English and other languages present in the local area). MATHEMATICAL SKILLS · Ability to add, subtract, multiply, and divide. REASONING SKILLS · Ability to apply common sense understanding to carry out instructions furnished in written or oral form. · Ability to maintain confidentiality. OTHER SKILLS AND ABILITIES · Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources, and the public. · Ability to project professionalism in conducting daily activities. PHYSICAL DEMANDS AND WORKING CONDITIONS · May be required to lift up to 40 pounds. · Travel by car, bus, airplane, or train may also be required, associated with attendance at conferences, meetings, and other duties carried out at distant locations in and out of state, and in some cases, where some overnight travel may be required. · Some exposure to communicable diseases. · Noise level in the work environment may be moderate to loud. · Work is typically performed in a classroom, kitchen, or bus setting, and some office work may be required. Some evenings and weekend work may occasionally be required for events such as home visits, parent-teacher conferences, and Parent · Committee meetings, community, and social events. · To drive agency vehicles (if applicable), must have a valid driver's license, be insurable by the UCC Head Start insurance carrier, and have a Motor Vehicle Record acceptable to UCC Head Start. The requirements of your are important in providing services to children and families, and for keeping you, children, and co-workers safe during the workday. If you are unable to perform any of the functions required in your due to a disability, you are invited to direct any requests for accommodation to the Program Director. Qualifications The minimum requirement is that the individual be 18 years of age. This is an entry-level position requiring no previous education or experience unless there is a local or state regulation that requires a high school diploma or G.E.D. A high school diploma or G.E.D. is preferred. Requirements for employment with UCC Head Start may be different than those required by the former grantee or a replacement grantee. If applicable federal, state, or local Head Start or child care regulations, now or as amended in the future, contain additional requirements or qualifications for this position that are not specifically stated in this , the requirements and qualifications will apply, even if not specifically set forth in this Job Description. Bilingual preferred (English/Spanish or English and other languages present in the local area). Within 90 days of employment, must obtain and continually maintain basic first aid and pediatric CPR certification (or sooner if required by local/state regulations). Acceptable tuberculosis screening results and an initial health exam are required post-job offer and prior to employment. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues. Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities. WORKING CONDITIONS: Work is generally performed in an office environment. The Noise level in the work environment is moderate to occasionally loud. The employee will frequently be required to stand, walk, and occasionally run in most weather conditions. The employee may occasionally be required to fulfill responsibilities in extreme climates and temperatures (i.e., playground assistance and supervision). Ability to sit most of the time with some bending and reaching. Ability to stand, walk, bend, and go up and down stairs most of the time. Ability to engage in repetitive movement of wrists, hands, and fingers - typing and/or writing. Ability to work frequently at close visual range (i.e., preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading). Ability to receive and respond to oral communication. Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects May be required to lift up to 40 pounds Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes: Telephone, Personal Computer (monitor, keyboard, and mouse) or Tablet, Printer/Photocopy Machine, Calculator, Fax Machine, and may be required to operate a motor vehicle during the course of duties.

Responsible for providing high-quality substance abuse counseling to Human Services clients at various levels of treatment, residential, day, and outpatient, both in group and individual settings. Full-Time/Regular Essential/Primary Duties: Familiar with chapters 75 & 83 to adhere to state-mandated regulations for substance abuse treatment. Prepare and submit required agency, payer, and referral source reports in a timely manner, and collect and submit client billing data in a timely manner. Provide counseling services, including individual, group, and family. Adhere to clinical, ethical, and regulatory standards. Refers clients and/or guardians/families to other community resources when appropriate. Maintain confidentiality / adhere to HIPAA regulations. Attend and participate in client staffing. Administer UA's and BAs as needed. Grow professionally, by keeping clinical skills and licenses, and certifications up to date. Complete all related paperwork and documentation in a timely and accurate manner. Adhere to clinical policies and procedures. Able to maintain productivity at the industry minimum standard of 28 hrs. / or 70%, a week provided in individual, group, and/or family therapy. Maintains updated contact information for clients and their families. Plans weekly curriculums in a timely manner for therapeutic groups. Facilitates weekly therapeutic groups with the clients. Maintain a weekly schedule with updates to the office manager and administrative assistant, in order to schedule and reschedule current participants. Ensure no lapse in payment for current clientele by submitting ASAM's in a timely manner. Coordinates admission and discharge of clients working with the appropriate team members Discusses medications and medical treatment of clients with the Psychiatrist and Registered Nurse Works with clinical supervisor, Psychiatrist, Psychologist, Registered Nurse and Director of Human Services to plan, implement, and evaluate treatment plan/progress on a regular basis. Represents program at various community functions. Maintains working relationships with RSC's, PO's, and Caseworkers involved in participant's life/ treatment program. Notifies RSC internally or externally of discharge/ or change in the level of care in order for GPRA to be completed, and meets standards set by funding source/ contract. Presents a positive and professional role model for all staff and clients. Shares the responsibility towards creating and sustaining an environment that humanizes and individualizes each client. Other duties as assigned by the manager. Supports the goals of the agency's mission Qualifications Substance abuse counselor certification/license required. Associate degree required, bachelor's preferred. Bilingual preferred but not required. (Spanish/English). Good organizational skills, able to communicate well both orally and written. Working Conditions: Business environment, general office, various treatment settings, residential and clinic, and local travel as requested. In accordance with the Americans with Disability Act, the above is intended to summarize the essential functions of and requirements for the performance of this job. It is not meant to be an exhaustive list of miscellaneous duties and responsibilities that may be requested in the performance of this position. ACKNOWLEDGEMENT: Ability to interact effectively with people from diverse backgrounds. Ability to communicate effectively, verbally, and in writing. Demonstrated computer literacy skills, using MS Office, Google applications, and other basic data systems including internet navigation. Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Self-motivated and able to work independently.

This position works as a part of a team to assist in activities in the areas of the classroom, kitchen and bus and/or to serve as a disabilities aide as needed. The position contains elements of s of positions with titles similar classroom aide, bus monitor, janitor and kitchen aide and as a disability's aide providing support for children with disabilities. Works with typically developing children and/or children with special needs/ disabilities. The position may be reassigned to various classrooms/centers/bus routes as deemed necessary for program operations. This position may receive content area technical support and training from the staff person responsible for center supervision, teacher, bus driver, staff person responsible for transportation, kitchen staff and/or program managers/specialist/coordinators. ESSENTIAL DUTIES AND RESPONSIBILITIES Duties of the position are described in major functional areas listed below. CLASSROOM AIDE Assists classroom staff in all classroom activities, field trips and outdoor activities included in lesson plans. Dress in clothing which is appropriate for outdoor activity and all-weather conditions and be prepared to go outdoors daily. Assists in developing materials and providing activities related to the cultural background of the children and families served. Helps supervise at mealtime, eating with the children to encourage good nutrition and social skills. Helps keep the classroom and its contents clean and orderly. Assists the teacher in any aspect of the program as the need arises (e.g., at Family Nights, copying newsletters, cutting out classroom materials, making phone calls, etc.). Serves as a temporary substitute in the periodic absence of the assistant teacher or teacher. JANITORIAL AIDE SERVICES Empties trash or garbage containers if needed before the custodian or janitor services. Sanitizes surfaces, picks up and puts away materials in the classroom or kitchen in order to maintain a safe and organized environment. Serves as janitor in the absence of the regular custodian or janitor on a periodic basis. Does light yard work or snow removal. KITCHEN- AIDE Completes routine kitchen/dining room/food chores as assigned (e.g., dishwashing, portioning foods, taking and logging temperature of foods received from vendors, etc.) Prepares necessary food and serving items for service prior to or after use. These duties may include the preparation of food to meet the needs of children with special needs or disabilities. Participates in food service clean up, inventory and other food service tasks as requested. Substitutes for regular Cook or Assistant Cook as needed. Assists with inventory maintenance of all necessary supplies, food and equipment used for food services operations. Assists with the processing and storage of food and food related items as they are delivered. Assists in carrying out a financially successful food service operation by helping to control food and labor costs. Assists with logging meals/snacks in the menu book following USDA/CACFP required documentation for food purchased, prepared and served. Supports staff/parents in preparing and cleaning up after meals/snacks for meetings, planning sessions and other special events as requested. Ensures that dishes are returned to the kitchen or food service vendor transport boxes for cleaning and preparation for the next meal. Notifies supervisor of any safety, health issues or concerns. Participates in ongoing training in food preparation and nutrition as requested. Follows the established system for cleaning to ensure that the kitchen and storage rooms are kept in a clean and sanitary manner. Reports any kitchen equipment not in good working order to supervisor to ensure the kitchen remains safe and hazard free. Prepares food in a safe and sanitary manner. Responsible for complying with all local, state and federal standards regarding hygiene and sanitation. DISABILITIES AIDE Works with assigned children with disabilities. Supports the work of the classroom staff and managers, specialists and/or mental health consultant in carrying out individual plans for children with special needs. With direction from professional staff, follows I EP/IFSP. EXAMPLES OF GENERAL JOB DUTIES--ESSENTIAL JOB FUNCTIONS Understands, generates and documents in-kind and other allowable costs applied toward the non-federal share requirement. Attends all workshops and meetings as deemed necessary by the immediate supervisor. Attends all required staff and parent meetings and activities. Responsible for understanding Head Start Performance Standards and local child care licensing regulations. Expected to be knowledgeable of the regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination. Positively promotes Head Start in the community. Maintains strict confidentiality with respect to Head Start/Early Head Start children, families and staff in accordance with established policies and procedures. Becomes thoroughly familiar with UCC Head Start Employee Handbook: Human Resources Policies and Procedures, UCC Head Start Operations Manual and all other UCC HS handbooks, manuals and resources and adheres to them. Comply with all Health and Safety polices including ensuring no child is left alone or unsupervised by staff, consultants, contractors, or volunteers while under my care SUPERVISION EXERCISED Immediate supervision means those employees the position assigns, directs and evaluates. Non-Essential Duties: Performs all other duties as assigned. DECISIONS AND COMMITMENTS This section will describe the kinds and impact of decisions and commitments; the effects, influence, and significance of these decisions; the consequence of error, and the limitation of the finality of decision-making. Decisions and commitments involving the education program are very important and affect the children and continued funding of the programs. Following the guidelines and the regulations of the program are of the utmost importance to ensuring quality services for children and families. SUPERVISION RECEIVED The and the Head Start Program Performance Standards serve as guidelines. Assistance is received from other agency staff and outside assistance can be received from other related resources as needed. Head Start/Early Head Start effectively uses the teamwork approach. All content areas are interwoven to better assist and support families. The immediate supervisor is responsible for appraisals of this position. KNOWLEDGE AND ABILITIES Knowledge: Knowledge of the basics of working with preschool children. Knowledge of the purpose of the Head Start/Early Head Start Program. Knowledge of basic food preparation, serving and sanitation practices. Knowledge of local resources, customs and languages helpful. Abilities: Ability to relate sensitively with children and to work well with staff and parents and families. Ability to follow directions and take initiative. Ability to keep all information on families strictly confidential. Ability to communicate effectively with children and staff. Must have the physical, emotional and mental ability to assist the Bus Driver with a vehicle full of children in a safe and pleasant manner when riding the bus. Ability to work with children with disabilities. Ability to learn the U.S. Department of Transportation and CDL regulations LANGUAGE SKILLS · Ability to communicate both written and orally. · Ability to follow directions from both written and oral instructions. · Ability to read and comprehend instructions, short correspondence and memos. · Ability to write simple correspondence. · Ability to communicate with families and children in a positive and helpful manner. · Ability to respond to common inquiries or complaints from the community. · Some Bilingual fluency is helpful (English/Spanish or English and other languages present in the local area). MATHEMATICAL SKILLS · Ability to add, subtract, multiply, and divide. REASONING SKILLS · Ability to apply common sense understanding to carry out instructions furnished in written or oral form. · Ability to maintain confidentiality. OTHER SKILLS AND ABILITIES · Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public. · Ability to project professionalism in conducting daily activities. PHYSICAL DEMANDS AND WORKING CONDITIONS · May be required to lift to 40 pounds. · Travel by car, bus, airplane or train may also be required associated with attendance at conferences, meetings and other duties carried out at distant locations in and out of state and in some cases where some overnight travel may be required. · Some exposure to communicable diseases. · Noise level in work environment may be moderate to loud. · Work is typically performed in a classroom, kitchen or bus setting and some office work may be required. Some evenings and weekend work may occasionally be required for events such as home visits, parent-teacher conferences, Parent · Committee meetings, community and social events. · To drive agency vehicles (if applicable), must have a valid driver's license be insurable by the UCC Head Start insurance carrier, and have a Motor Vehicle Record acceptable to UCC Head Start. The requirements of your are important in providing services to children and families, and for keeping you, children, and co-workers safe during the workday. If you are unable to perform any of the functions required in your due to a disability, you are invited to direct any requests for accommodation to the Program Director. Qualifications The minimum requirement is that the individual be 18 years of age. This is an entry-level position requiring no previous education or experience unless there is a local or state regulation that requires a high school diploma or G.E.D. A high school diploma or G.E.D. is preferred. Requirements for employment with UCC Head Start may be different than those required by the former grantee or a replacement grantee. If applicable federal, state, or local Head Start or childcare regulations, now or as amended in the future, contain additional requirements or qualifications for this position which are not specifically stated in this , the requirements and qualifications will apply, even if not specifically set forth in this Job Description. Bilingual preferred (English/Spanish or English and other languages present in the local area). Within 90 days of employment, must obtain and continually maintain basic first aid and pediatric CPR certification (or sooner if required by local/state regulations). Acceptable tuberculosis screening results, and an initial health exam are required post job offer and prior to employment. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. WORKING CONDITIONS: Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud. The employee will frequently be required to stand, walk, and occasionally run in most weather conditions. The employee may occasionally be required to fulfill responsibilities in extreme climates and temperatures (i.e., playground assistance and supervision). Ability to sit most of the time with some bending and reaching. Ability to stand, walk, and bend periodically. Ability to engage in repetitive movement of wrists, hands, and fingers - typing and/or writing. Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading). Ability to receive and respond to oral communication. Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes: Telephone, Personal Computer (monitor, keyboard, and mouse) or Tablet, Printer/Photocopy Machine, Calculator, and Fax Machine, May be required to operate a motor vehicle during the course of duties.

The Disabilities and Mental Health Specialist is an integral part of the Head Start/Early Head Start (HS/EHS) comprehensive services system. This position supports program goals by ensuring high-quality, inclusive services for children with disabilities and mental health needs, in compliance with Head Start Performance Standards, IDEA, ADA, and recognized best practices in early childhood education and mental health. The Specialist is responsible for planning, coordinating, monitoring, and evaluating disabilities and mental health services; supporting staff and families; and collaborating with community partners. Direct services may be provided only if the individual holds appropriate state licensure, certification, or registration. The position ensures that all services are individualized, family-centered, culturally responsive, and supported by qualified staff and/or licensed consultants. Essential Duties & Responsibilities: Program Administrator and Coordination-Disability Services. Lead the development, implementation, monitoring, and annual revision of the Disabilities Work Plan; ensure staff understanding and compliance. Ensure HS/EHS services for children with disabilities comply with IDEA, ADA, and Head Start Performance Standards. Coordinate recruitment and enrollment of children with disabilities in collaboration with staff and community agencies. Ensure staff participation in IEP and IFSP meetings. Establish and implement policies and procedures related to disability services for staff and families. Coordinate referrals, screenings, evaluations, and follow-up for suspected developmental delays or disabilities, including a tracking system. Arrange for formal evaluations and access to contracted services as needed. Collaborate with managers, specialists, coordinators, and education staff to ensure individualized supports are embedded across all program content areas. Partner with LEAs, Part C Early Intervention, and community providers to coordinate services, Child Find activities, and joint trainings. Develop and implement transition plans for children with disabilities (EHS to HS, HS to kindergarten, or other community programs). Assist with planning and budgeting to ensure IEP/IFSP services are fully implemented, and fiscal requirements are met. Provide technical assistance, coaching, and support to teachers and staff, including modeling and implementation of intervention strategies. Support family services staff by sharing up-to-date disability-related resources. Ensure compliance with all health and safety policies, including supervision requirements. Implementation and Recordkeeping - Mental Health Services Develop, implement, monitor, and annually revise the Mental Health Work Plan. Establish policies and procedures that support effective mental health services for children, families, and staff. Maintain systems for documentation, data collection, monitoring, and evaluation of mental health services. Coordinate mental health screenings, re-screenings, follow-up, and referrals using program-approved tools. Maintain complete and confidential mental health records integrated with the master child file. Collaborate with health and education staff to analyze and use mental health data for continuous quality improvement. Ensure compliance with state and federal child abuse and neglect reporting laws and confidentiality requirements. Performs other duties and responsibilities as assigned by their Supervisor. COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities. Qualifications Physical Requirements Ability to lift to 35 pounds. Ability to stand, walk, bend, and go up and down stairs frequently. May occasionally provide gentle physical restraint to children, as appropriate. Moderate to loud noise levels typical of early childhood environments. Potential exposure to communicable diseases. Travel by car, bus, airplane, or train may be required, including occasional overnight travel. Qualifications: Bachelor's degree or higher in Special Education, Mental Health, Disabilities Studies, Child Development, Early Childhood Education, or a closely related field. Experience or knowledge of family-centered and strengths-based practices preferred. Training and experience in social, human, or family services and coordinating individualized services for children with disabilities preferred. Bilingual (English/Spanish) preferred. Knowledge, Skills, & Abilities: Knowledge of community resources for children with disabilities and children with IEPs. Knowledge of Head Start Performance Standards, IDEA, ADA, and early childhood regulations. Ability to analyze requests for reasonable accommodations and develop appropriate plans. Strong collaboration and relationship-building skills with schools, mental health providers, and community agencies. Excellent written, verbal, and public-speaking communication skills. Knowledge of child abuse and neglect indicators and mandated reporting requirements. Ability to review, implement, and support IEPs/IFSPs. Ability to maintain accurate, confidential, and compliant records. Work Environment: Work is generally performed in an office environment. The noise level in the work environment is moderate to occasionally loud. May be required to operate a motor vehicle during the course of duties. Standard office equipment generally used includes Telephone, a personal computer or Tablet, Printer/Photocopy Machine, Fax Machine, and Calculator Acknowledgement: This job description outlines the general nature and level of work expected for this position. It is not intended to be an exhaustive list of all duties and may be revised to meet changing organizational needs or to reasonably accommodate individuals with disabilities.