Title: Educational Sales Representative (Work from Home)

Location: Remote - Kansas City

Job Description:

Overview:

Are you a proven education professional with a track record of exceeding performance metrics and a passion for transforming how people learn? Nerdy is seeking experienced Educational Sales Representatives who combine educational expertise with consultative sales skills to help thousands of families achieve their academic goals.

As an Educational Sales Representative, you'll leverage your educational background to guide prospective students and families toward personalized learning solutions. This is a SALES position that requires a consultative approach when selling to clients. Success in this role comes from:

• Conducting meaningful needs assessment conversations with families

• Applying your education/teaching/training experience to recommend personalized learning solutions for each prospective client/student.

• Building trust through consultative conversations

• Demonstrating subject matter expertise in educational products and services

Location: Fully Remote Position

Upcoming Start Dates/Training: 

• Paid Training Schedule (Virtual | 6 weeks total):

  • Weeks 1–3: Monday–Friday 8:00 AM–5:00 PM CT

  • Weeks 4–6: Monday–Friday 8:00 AM–12:00 PM + 4:00 PM–8:00 PM CT (split shift with a mid-day break)

   

• Post-Training Schedule: After successful completion of training, your permanent schedule will remain on a split shift (8:00 AM–12:00 PM + 4:00 PM–8:00 PM CT). Exact days will be reviewed during the interview process.

Availability Requirement: You must be able to work all training hours and the permanent split-shift schedule after training.

About Nerdy:

At Nerdy (NYSE: NRDY) -  the company behind Varsity Tutors - we’re redrawing the blueprint of learning. Our Live + AI™ platform fuses real-time human expertise with proprietary generative-AI systems, setting a new bar for measurable academic impact at global scale. 

We recruit the kind of technologists and operators you’d bet on as solo founders - people who turn ambiguous problems into shipping code, iterate faster than markets move, and compound their advantage with every data point. In an era where great employees can deliver 10-times the leverage of the merely good, we back those who play to win.

Fortune favors the bold. Join us.

How we compete:

• AI-Native at every level

  From the CEO to day-one hires, everyone builds and ships with generative AI. If you’re not wielding AI, you’re not done.

• Entrepreneurial velocity

  Move at founder speed, prototype in hours, and measure in real user outcomes. Slow teams die.

• Free-market rigor

  Ideas rise or fall on merit and results - no committees, no politics, no cap on upside.

• Full-stack ownership

  You design, build, and run what you ship; accountability is a feature, not a bug.

• Reward for contribution

  Pay rises with impact, not years. Outstanding results earn outsized rewards. We evaluate both what you achieve and how you achieve it: living our leadership principles and using AI effectively are formally measured and rewarded.

• Relentless exploration

  Push the frontier of generative AI in live learning and - because only the paranoid survive - questioning every legacy assumption along the way.

• Is Apolitical

  You stay focused on mission-aligned outcomes, not distractions or unrelated causes.

If you’re a technically minded builder who thrives on open competition, personal responsibility, and the chance to redefine how the world learns - while continually stretching the limits of what generative AI can do - come do the most ambitious and rewarding work of your career here. Learn more at nerdy.com.

Nerdy’s shareholder letters below explain our latest products and strategy:

• Q2-2025 Shareholder Letter

• Q1-2025 Shareholder Letter

• Q4-2024 Shareholder Letter

Qualifications:

• Bachelor's degree preferred

• 3+ years teaching, training, or educational sales experience strongly preferred

• Demonstrated success in metrics-driven environments

• Ability to work a FULL-TIME schedule, including evenings and weekends

• Strong technical aptitude and ability to learn new systems quickly

• Stable, distraction-free remote work environment

• Reliable high-speed internet connection

• Understand and appreciate that Nerdy is an apolitical company and that we can have the largest impact if we are united in our focus on helping people learn and not ided or distracted by advancing unrelated causes

Our most successful Educational Sales Representatives typically bring:

• Educational experience and expertise (particularly from teaching and working directly with students and parents)

• Proven track record of exceeding metrics and performance goals

• Career progression showing increased responsibility and leadership

• Experience in needs assessment and solution-based selling

• Commitment to continuous learning and professional development

Career Growth & Development:

This role offers clear pathways for advancement based on performance:

• Structured promotion track from Educational Sales Representative to Senior Sales Representative

• Merit-based advancement opportunities into training, management, and other business areas

• Comprehensive paid training program focusing on educational consulting and sales excellence

• Mentorship and leadership development opportunities

Unlock Your Full Potential at Nerdy:

At Nerdy, we’re not just transforming how people learn—we’re transforming your life. Our benefits package is built with a forward-thinking, “focus on you” mindset, so you can be your healthiest, happiest, and yes, most super-human self. Here’s a snapshot of what we offer:

• Competitive Compensation: $41,600 ($20/hour) base salary plus $12,000 annual variable compensation target (after training). Also, performance-based advancement opportunities with increased earning potential.

• Comprehensive Healthcare: Choose from top-tier medical, dental, vision, and life insurance plans designed to keep you and your family covered.

• Retirement Made Simple: Benefit from our 401(k) plan with an immediate company match—no vesting delays!

• Family First: Generous maternity, paternity, and adoption leave ensure you have the support you need at life’s big moments.

• Equipment: Company-provided MacBook and headphones, as well as the latest technology and software programs to help make you successful.

• Continuous Learning: Get an all-inclusive learning membership for you and your household—including 1-on-1 tutoring hours, unlimited on-demand classes, and access to our full suite of learning products and services.

Supercharge with AI: Gain exclusive access to cutting-edge AI tools that boost your productivity, making you feel almost super-human (cape not included).

Title: Virtual lntervention Specialist - SY 26-27

Location: Gateway Online Academy of Ohio

Job Description:

About the Team

Gateway Online Academy of Ohio provides a tuition-free, online high school experience for students in grades 9–12. As a Dropout Prevention and Recovery school, Gateway offers a flexible, self-paced environment designed to help students overcome obstacles and earn their high school diploma on their own terms.

We are seeking Intervention Specialists who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods.

The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Inidualized Education Program.

Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events.

Eligibility: Open to residents of Ohio 

About the Opportunity

• Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments

• Conduct diagnostic assessments for instruction

• Conduct functional behavior assessments

• Write and implement behavior improvement plans

• Facilitate IEP Meetings and write IEP goals and objectives

• Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals

• Utilize research-based best practices in daily planning and instruction

• Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues

• Serve as advisor for a designated set of students

• Communicate regularly with families regarding the academic and social-emotional growth of their child

• Participate in the planning and implementation of non-instructional activities such as social events and field trips

• Perform other duties as assigned

About You

• Current Ohio Intervention Specialist License

• Knowledge of State Standards and Common Core Standards

• Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model  

• High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring

• High quality written and verbal communication skills

• High proficiency in Microsoft Office products including Word and Outlook

• Excellent organization and time management skills

• Ability to work independently and contribute to a team

• Ability to pass federal and state criminal background checks (FBI/BCI)

• Experience working in a multi-cultural setting preferred

About Us

“We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder

ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities.

We offer the following benefits:

Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.

The annual starting salary for this position is between $48,000 – $52,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate.

Life benefits – time & peace of mind

• Paid time off

• Retirement contributions

• Optional Basic Life and AD&D insurance

• Voluntary life insurance (employee, spouse, child)

• Discounted childcare at Early Learning Academies locations

Health benefits – stay well & thrive

• Medical, dental, and vision insurance

• Employee Assistance Program

• Voluntary short-term disability insurance

• Voluntary long-term disability insurance

Career benefits – keep growing

• Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals

EQUAL EMPLOYMENT OPPORTUNITY

It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.

Professor ( Part time)

Location: London United Kingdom

Location

University Square

Salary

£73,705 to £103,213 (£17,178 to £24,408 Pro-rata)

per annum inclusive of London Weighting

Post Type

Part Time

Hours per Week

9

Post Type

Permanent

Reference

0190-26-A

About the Roles

We are seeking to appoint Professors to strengthen the School's research profile and REF submission in UoA17 (Business & Management). We are particularly interested in candidates with expertise in the following areas:

• International Political Economy (Centre for the Study of States, Markets and People - STAMP)
• International Business Strategy (Centre for Work, Organisation and Technology - CWOT)
• Small Business and Enterprise Management (STAMP and the UEL Noon Centre)

Successful candidates will demonstrate a strong track record of internationally recognised research outputs, evidence of securing external research funding, and clear pathways to research impact. They will also contribute to shaping the research culture of the School, mentoring colleagues and supporting the development of early and mid-career researchers.

In addition to research leadership, Professors will contribute to postgraduate supervision and bring their research expertise into teaching at undergraduate and postgraduate levels.

Key Responsibilities

• Play a leading role in the School's REF submission for UoA17 (Business & Management)
• Generate high-quality research outputs and external research funding
• Develop impactful research programmes aligned with the School's strategic priorities
• Supervise PhD, MRes and DBA students to successful completion
• Contribute to the research culture of the School through seminars, conferences and collaboration
• Support research centres in organising international events and knowledge exchange activities
• Contribute to curriculum delivery by integrating cutting-edge research into teaching
• Engage with external partners and stakeholders to develop impactful research and funding opportunities

About You

You will be an internationally recognised researcher with a strong publication record and evidence of external funding success.

You will bring:

• A PhD in a relevant discipline
• A strong portfolio of high-quality research outputs suitable for REF submission
• Demonstrable experience securing research funding and delivering impactful research
• Experience supervising doctoral students to completion
• Evidence of contributing to research leadership, collaboration and academic development
• A commitment to inclusive teaching and research practice

Involvement in journal editorial boards or editorship would be advantageous.

Benefits Package

At UEL, we believe that a great role is about more than just a salary. It's about the complete package, including our outstanding work environment and inclusive culture.

We offer a genuinely competitive salary, dependent on experience (DOE), and a range of excellent benefits.

Please note that we are unable to offer visa sponsorship for this position. Applicants must therefore already have the right to work in the UK at the time of application.

Job Title:  Purdue Global Adjunct Faculty, Health Information Management and Medical Billing & Coding (REMOTE)

Req Id:  41159

City:  Remote/Virtual

Job Description: 

Our Opportunity:

Building on Purdue University's mission to provide greater access to affordable, high-quality education, Purdue University Global is a public, nonprofit institution offering a world-class education online. Purdue Global’s School of Health Sciences has an opening for Adjunct Faculty. 

Job Summary:

Purdue University Global offers term by term, non-tenured teaching appointments to qualified iniduals who are dedicated to providing quality educational experiences to students in Associates, Bachelors and Masters degree programs. This position offers an excellent opportunity for iniduals to work in a professional learning community wherein faculty contribute to and engage in instructional best practice for adult learners in an innovative, nontraditional university setting.

Adjunct faculty have part-time teaching roles. Adjunct faculty can teach up to 3 courses per term, not to exceed 10 courses per year. This role participates in continuing professional development and may also engage in faculty governance and curriculum work as needed. Additional service activities may be assigned to Adjunct faculty. Scholarship is not required. Teaching assignments for Adjunct faculty may fluctuate and are contingent upon the schedule of courses. Adjunct faculty deliver high-quality instruction and foster an inclusive and supportive learning environment conducive to student success.

What to expect in this role:

• Provides a student-centered learning environment which enables students to attain success.
• Teaches synchronous or asynchronous seminars (10-week units) as assigned by the School or program.
• Maintains school-determined virtual office hours per week for each class.
• Ensures timely management and response to electronic correspondence from students, administrators, and other University officials.
• Leads message board discussion and engages students in relevant discussions and coursework.
• Partners with Academic Advisors to address student concerns. Refer students who self-identify with a potential need for an accommodation under the Americans with Disabilities Act (ADA) to Student Accessibility Services (SAS), and comply with all student accommodations communicated by SAS in writing.
• Maintains and submits accurate and timely reports for student grades/progress.
• Delivers mid-term and final grades in accordance with the academic calendar.
• Enforces student conduct policies as outlined in the University Catalog.
• Attends University, departmental, and faculty meetings as requested.
• Remains current with trends, techniques, and advances in technology that are applicable to the program.
• Additional duties may be assigned by the School.

Education & Experience:

• Master's degree in health information management or a closely related field from a regionally accredited institution.
• Doctorate in a healthcare-related field preferred.
• Credentials:
  • RHIA (Registered Health Information Administrator) – required for core bachelor's degree-level courses.
  • RHIT (Registered Health Information Technician) – may be considered in lieu of RHIA.
  • CCS (Certified Coding Specialist) or CCS-P (Certified Coding Specialist - Physician-based) – required for coding courses
• Minimum of three years of professional experience in health information management, medical coding, or a related health sciences field.
• One to three years of online or distance teaching experience is preferred.

What we're looking for:

• Excellent communication and interpersonal skills.
• Commitment to student success and academic excellence.
• Ability to create an inclusive and supportive learning environment.
• Proficiency in using technology for online course delivery.  Exceptional computer skills using Microsoft Office Suite and Google applications. Experience with Brightspace education software is preferred.
• Excellent organizational and time management skills, and the ability to work independently with minimal supervision.  Ability to work effectively in a remote environment.
• Capable of building strong working relationships across teams, departments and Schools.

Additional Information:

• Purdue Global will not sponsor employment authorization for this position.
• We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. You may wish to review the Purdue Virtual Meeting Professional Standards.
• Adjunct compensation varies per course based on student enrollment, program type and also includes a contribution to a retirement account. A typical adjunct in the School of Health Sciences can expect to receive $2800 per full 10-week course. Retirement account benefits include an automatic 403(b) company contribution of 3% and a company match up to an additional 4% with participation in an optional 457(b) plan.
• This is a remote position. Candidates must be based in and legally authorized to work in the United States.
• A background check will be required for employment in this position.
• When applying for a faculty position at Purdue University Global you will be asked to provide an unofficial transcript and if hired will be required to provide an official transcript.
• FLSA: Exempt (Not Eligible For Overtime)
• Purdue Global is an EEO/AA employer. Our goal is to recruit and retain talent from a broad pool of applicants. Purdue Global celebrates a variety of perspectives, experiences, and skills to support a success-focused environment for employees and students. Employment decisions are based on qualifications, merit, and business needs. All are encouraged to apply.

#HEJ

Professional Learning Specialist, Literacy or STEM (Part-Time, Contractor)

locations

Remote - United States

time type

Part time

job requisition id

Req_12503

Amplify is seeking part-time, contractor Professional Learning Specialists, Literacy or STEM with a background in teaching, coaching, and/or school leadership to join our professional development team and make a nationwide impact on educators and students in Summer 2026 and beyond.  Upon applying, you will be able to indicate your specific area of subject matter expertise. 

*This is a part-time contract role.

Essential Responsibilities:****

Our Professional Learning Specialists (PLS) will be responsible for facilitating high-quality professional development in a Literacy or STEM program to teachers and school leaders, ensuring educators feel confident taking steps to implement our programs and ultimately drive student success.  This role is a fantastic opportunity for current educators, educators transitioning out of the classroom, or retired educators to develop their leadership and adult facilitation skills, gain a deeper knowledge of Amplify’s research-based products, join a network of fellow education leaders, and extend their impact.

n this role, you will:

• Develop and maintain expertise on key concepts for an Amplify Literacy or STEM program and its related professional development offerings

• Participate in paid remote and onsite training in May or June 2026 to become a certified Professional Learning Specialist

• Deliver remote and onsite professional development for approximately 30-40 educators per session during the summer season (June - September 2026), possibly longer

• Understand customers’ unique contexts and deliver professional development to meet their needs

• Grow your facilitation skills and product knowledge with ongoing coaching and other internal training opportunities

• Track and complete deliverables related to session logistics in a timely manner

Required Qualifications:

• Bachelor’s degree and at least 2 years of experience in teaching and/or coaching educators in Pre-K to Grade 12

• Proven knowledge of adult learning principles and experience applying them when delivering learning experiences to adults

• Strong knowledge around best practices for implementing high-quality instruction in math, science or literacy in order for students to meet and exceed rigorous grade level standards

• Demonstrated ability to facilitate onsite and remote professional development for teachers and/or leaders

• Excellent skill and comfort with technology-based productivity tools, including Microsoft Office, Google Applications and video conferencing programs (Google Meet, Zoom, Microsoft Teams)

• Exceptional interpersonal and written/oral communication skills

• High comfort with navigating ambiguity and responding confidently to in-the-moment challenges or concerns in order to meet customer needs

• Proven time management skills when managing multiple tasks

Preferred Qualifications:

• 2+ years of experience in teaching and/or coaching educators in a school or district using an Amplify program

• Experience working with erse student populations (English learners, SPED, Gifted/Talented, etc.)  

• Year-round availability beyond our summer season (October to end of April) for continued contract work

ADDITIONAL INFORMATION:

Time commitment: Professional Learning Specialists must complete a month-long onboarding process that takes place in May or June 2026 to become certified to deliver Amplify PD. Onboarding consists of approximately 10-15 hours a week of asynchronous courses, live virtual meetings, and a two day in person training during the fourth week of onboarding. PLS will be compensated for their time. 

Once certified, Professional Learning Specialists are scheduled on an as-needed basis. Schedules will be highly dependent on customer demand, and professional development is scheduled with partners during normal school hours across all US time zones. Our summer season begins in June and continues through the end of September. All Professional Learning Specialists must be available to deliver in person PD a minimum of 3 days per week (Monday - Friday) from July 13th - August 21st.

Location: Applicants must be permitted to work in the US, have residency in the US and possess a valid US driver’s license. If selected, a regional assignment will be issued, but you may be asked to deliver sessions throughout the country based on business needs. Candidates must live within 60 miles of a major metropolitan airport. 

Travel: Travel is required and considered an essential function of the job. Travel includes overnight stays at hotels and transportation via car, plane, and/or public transportation, sometimes with minimal advance notice. Driving in small and large cities is required.  All travel-related expenses for professional development delivery are initially paid in advance by the Professional Learning Specialists (eg, lodging, daily meals). Reimbursements for these expenses - including mileage if driving your own car and compensation for time traveling - will be processed 2-3 weeks following submission of the expense reimbursement requests.

Compliance: Working as a Professional Learning Specialist must not breach your district’s moonlighting or revolving door policies. Applicants should avoid working as a PLS while simultaneously teaching and/or leading in a school or district (i.e. may work as a PLS during the summer, but not beyond). 

Contract Employment: This role is part of Amplify’s contingent workforce. Contingent workers are hired on a temporary, contractual basis to provide specialized services and expertise. You will be employed by a staffing agency, not directly by Amplify. Opportunities to deliver are contingent upon business demand and require the PLS to be in good standing based on overall performance, professionalism, and customer feedback.

Compensation: We offer a competitive salary and provide compensation for delivering professional development, session preparation, travel and onboarding/internal training.  The salary for this position is $450/day or $50/hr for delivering sessions, $25/hr for session preparation and internal training, $25/hr for travel and $18/hr for onboarding. Amplify sets salaries through a lens of equity, and based on the requisite skills, education, and experience relevant to the role. As such, rates are non-negotiable in order to maintain equity. 

Benefits: Ability to keep all travel points for flights and hotels booked for work-related travel. Mileage reimbursement may be available for applicable travel.

​Compensation:

$18/hr. for Onboarding

$25/hr. for Training/Travel/Prep

$50/hr. OR $450/day for Session Facilitation

Title: Thai Language Specialist - Freelance AI Trainer Project

Location: United States of America

Job Description:

Are you a Thai language expert eager to shape the future of AI? Large‑scale language models are evolving from clever chatbots into powerful engines of linguistic discovery. With high‑quality training data, tomorrow’s AI can democratize world‑class education, keep pace with cutting‑edge research, and streamline communication for Thai speakers everywhere. That training data begins with you—we need your expertise to help power the next generation of AI.

We’re looking for Thai language specialists who live and breathe phonetics, syntax, morphology, semantics, pragmatics, sociolinguistics, and language acquisition in Thai. You’ll challenge advanced language models on topics like tone marking, sentence structure, classifier usage, regional dialects, formal and informal language distinctions, idiomatic expressions, and cultural references—documenting every failure mode so we can harden model reasoning.

On a typical day, you will converse with the model on language scenarios, verify factual accuracy and logical soundness, capture reproducible error traces, and suggest improvements to our prompt engineering and evaluation metrics.

A master’s or PhD in Thai language, linguistics, or a closely related field is ideal; peer‑reviewed publications, teaching experience, or hands‑on linguistic analysis projects signal fit. Clear, metacognitive communication—“showing your work”—is essential.

Ready to turn your Thai language expertise into the knowledge base for tomorrow’s AI? Start teaching the model that will teach the world.

We offer a pay range of $8-to- $65 per hour, with the exact rate determined after evaluating your experience, expertise, and geographic location. Final offer amounts may vary from the pay range listed above. As a contractor you’ll supply a secure computer and high‑speed internet; company‑sponsored benefits such as health insurance and PTO do not apply.

Job title: Thai Language Specialist – AI Trainer

Title: Intervention English Teacher

Location:

Texas (Remote, Preferred)

Full-time

Job Description:

Job Description

Required Certificates and Licenses: Active state Teaching Certificate

Residency Requirements: This position is virtual and strongly prefer residents of Texas. May consider residents of surrounding states (NM, OK, AR or LA). This position could include travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school.

K12, a Stride Company, believes in Education for Anyone. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Texas Online Preparatory School (TOPS). We want you to be a part of our talented team!

The mission of Texas Online Preparatory School (TOPS) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This position is funded by State Compensatory Education funds. The Intervention Teacher is a highly qualified, state certified teacher who is responsible for delivering academic intervention beyond the General Education classroom to At-Risk students in both Synchronous and Asynchronous environments to reduce the disparity in academic performance on State assessment instrument administered under Subchapter B, Chapter 39 TEC in Math and Reading and to reduce the disparity in the rates of high school completion between students at risk of dropping out of school and all other LEA students.

This is a full-time REMOTE position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

This position offers a base salary of $49,000.00, plus the eligibility of a performance bonus.

ESSENTIAL FUNCTIONS: Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential duties.

• Deliver high quality instruction via live Class Connect sessions according to schedule established in collaboration with school partners for at-risk students;

• Attend school-based Classroom Sessions to provide collaborative support for at-risk students in the general education classroom;

• Attend regular meetings with the department, school, PLC teams, and MTSS Reviews as needed;

• Attend monthly meetings with the Manager or Coordinator to review current data and review instruction;

• Develop and delivers live session teaching plans designed to bring student skills to grade-level;

• Apply instructional strategies on differentiation;

• Maintain data-based documentation of continuous monitoring of student performance and progress;

• Analyze benchmark, checkpoint and state assessment data to create instructional plans for intervention sessions;

• Participate in campus virtual professional development and additional professional development for Interventionists;

• Track student progress and provides progress monitoring updates;

• Build relationships with assigned students through 1:1 Sessions and phone calls as needed;

• Build and maintain effective relationships with school administration, staff, students, and families;

• Maintain records regarding students in accordance with school policy and state requirements; prepare reports regarding students and classroom matters as directed.

Supervisory Responsibilities: This position has no formal supervisory responsibilities.

MINIMUM REQUIRED QUALIFICATIONS:

• Bachelor's degree AND

• Two (2) years of relevant experience OR

• Equivalent combination of education and experience

• Strong interpersonal skills emphasizing tact, patience and courtesy; ability to establish a professional, effective rapport with students, staff, and families

• Ability to adapt learning plans to meet different needs and learning styles; create an instructional and a class environment favorable to learning and personal growth

• Communicate effectively both orally and in writing

• Demonstrates use of good judgment in decision-making

• Very strong organizational and time management skills

• Customer service orientation

• Understanding of applicable sections of the State Education Code and other pertinent regulations

• Willingness and ability to obtain additional licensing as required

• Ability to travel up to 20% of the time to attend meetings, professional development, etc.

• Highly proficient in Microsoft Excel, Word and Outlook; General web proficiency and ability to learn new applications quickly

• Ability to clear required background check

Certificates and Licenses: Active state teaching license

DESIRED QUALIFICATIONS:

• Experience teaching at-risk students;

• Experience supporting adults and children in the use of technology;

• Special education endorsement;

• Proficient in principles, theories, practices, methods and techniques used in curriculum development and classroom instruction for at-risk students;

• Experience teaching in both online and in a brick-and-mortar environments;

• Reading Academy Completion or willingness to complete if needed;

• Proven track record of increasing student performance with students identified as Emergent Bilingual;

• Proven track record of increasing student performance in Math and/or Reading Language Arts;

• Ability to work in a fast-paced and flexible environment

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: High School Math Intervention Teacher

Location: TX, NM, OK, AR, LA 

Remote

Full-time

Residency Requirements: This position is virtual and strongly prefers residents of Texas. May consider residents of surrounding states (NM, OK, AR or LA). This position could include travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school.

Required Certificates and Licenses: Active state Teaching Certificate

K12, a Stride Company, believes in Education for Anyone. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Texas Online Preparatory School (TOPS). We want you to be a part of our talented team!

The mission of Texas Online Preparatory School (TOPS) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This position is funded by State Compensatory Education funds. The Intervention Teacher is a highly qualified, state certified teacher who is responsible for delivering academic intervention beyond the General Education classroom to At-Risk students in both Synchronous and Asynchronous environments to reduce the disparity in academic performance on State assessment instrument administered under Subchapter B, Chapter 39 TEC in Math and Reading and to reduce the disparity in the rates of high school completion between students at risk of dropping out of school and all other LEA students.

This is a full-time REMOTE position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

This position offers a base salary of $49,000.00, plus the eligibility of a performance bonus.

ESSENTIAL FUNCTIONS: Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential duties.

• Deliver high quality instruction via live Class Connect sessions according to schedule established in collaboration with school partners for at-risk students;

• Attend school-based Classroom Sessions to provide collaborative support for at-risk students in the general education classroom;

• Attend regular meetings with the department, school, PLC teams, and MTSS Reviews as needed;

• Attend monthly meetings with the Manager or Coordinator to review current data and review instruction;

• Develop and delivers live session teaching plans designed to bring student skills to grade-level;

• Apply instructional strategies on differentiation;

• Maintain data-based documentation of continuous monitoring of student performance and progress;

• Analyze benchmark, checkpoint and state assessment data to create instructional plans for intervention sessions;

• Participate in campus virtual professional development and additional professional development for Interventionists;

• Track student progress and provides progress monitoring updates;

• Build relationships with assigned students through 1:1 Sessions and phone calls as needed;

• Build and maintain effective relationships with school administration, staff, students, and families;

• Maintain records regarding students in accordance with school policy and state requirements; prepare reports regarding students and classroom matters as directed.

Supervisory Responsibilities: This position has no formal supervisory responsibilities.

MINIMUM REQUIRED QUALIFICATIONS:

• Bachelor's degree AND

• Two (2) years of relevant experience OR

• Equivalent combination of education and experience

• Strong interpersonal skills emphasizing tact, patience and courtesy; ability to establish a professional, effective rapport with students, staff, and families

• Ability to adapt learning plans to meet different needs and learning styles; create an instructional and a class environment favorable to learning and personal growth

• Communicate effectively both orally and in writing

• Demonstrates use of good judgment in decision-making

• Very strong organizational and time management skills

• Customer service orientation

• Understanding of applicable sections of the State Education Code and other pertinent regulations

• Willingness and ability to obtain additional licensing as required

• Ability to travel up to 20% of the time to attend meetings, professional development, etc.

• Highly proficient in Microsoft Excel, Word and Outlook; General web proficiency and ability to learn new applications quickly

• Ability to clear required background check

Certificates and Licenses: Active state teaching license

DESIRED QUALIFICATIONS:

• Experience teaching at-risk students;

• Experience supporting adults and children in the use of technology;

• Special education endorsement;

• Proficient in principles, theories, practices, methods and techniques used in curriculum development and classroom instruction for at-risk students;

• Experience teaching in both online and in a brick-and-mortar environments;

• Reading Academy Completion or willingness to complete if needed;

• Proven track record of increasing student performance with students identified as Emergent Bilingual;

• Proven track record of increasing student performance in Math and/or Reading Language Arts;

• Ability to work in a fast-paced and flexible environment

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Virtual English Instructor

Part Time • Fully Remote - US

Imagine helping a struggling student learn how to read or watching a student’s eyes light up while learning a new math concept. We believe that education is the door to the future and every child has the right to affordable, inidualized, and quality learning experiences.

At Best in Class, our mission is two-fold: build better teachers; build successful students. To leave a lasting positive impact on students and aspiring teachers alike, Best in Class recognizes the importance of great tutors and their influence on changing the lives of their students. That’s why we offer tutors the unique experience of managing small classes which promote inidualized learning in a fun and enjoyable environment.

Whether students are looking for new and challenging materials or supplementary exercises to build foundational skills, Best in Class tutors have the opportunity to empower students to learn at their own pace through active instruction and engaging course materials. Our proven system allows tutors and teachers to positively impact students’ lives while developing leadership and teaching abilities

Competencies - Core Values: PEACE

Positive, Energetic & Passionate, Adaptable, Collaborative, Efficient

Responsibilities:

• Tutor students in English. Grade levels range from pre-K to 11th grade
• Teach lessons to students in the areas of reading, writing, grammar, and vocabulary
• Teaching materials and curriculum are provided
• Grade homework assignments, tests, and essays (No work required outside of class time)
• Maintain student progress records

Requirements:

• At least Sophomore standing in a college or university
• Knowledge of correct grammar, spelling, and English usage
• Ability to follow instructor and work as a team member
• Ability to work independently and teach class on his/her own
• Ability to teach students in caring and confident manner
• Access to computer with working web-camera and reliable internet connection
• Experience in a tutorial program is preferred, but not required!
• Special consideration for those who want to be teachers

Work Schedule:

• Shifts are 4 to 5 hours on week days and up to 4 hrs. on weekends
• All classes are in PST. 
• Weekday shifts from 4:00 PM to 8:00 PM
• Weekend shifts from 9:30 AM to 4:00 PM

This is a remote position.

Compensation: $25.00 per hour

Do you want your job to make a positive impact on your community?

Imagine helping a struggling student learn how to read or watching a student’s eyes light up while learning a new math concept. We believe that education is the door to the future and every child has the right to affordable, inidualized, and quality learning experiences.

At Best in Class, our mission is two-fold: build better teachers; build successful students. To leave a lasting positive impact on students and aspiring teachers alike, Best in Class recognizes the importance of great tutors and their influence on changing the lives of their students. That’s why we offer tutors the unique experience of managing small classes which promote inidualized learning in a fun and enjoyable environment.

This franchise is independently owned and operated by a franchisee. Your application will go directly to the franchisee, and all hiring decisions will be made by the management of this franchisee. All inquiries about employment at this franchisee should be made directly to the franchise location, and not to Best in Class Education Corporate.

Title: Associate, Scoring Service

Location: United States

Department: Evaluation

Job Description:

Description

The Evaluation Systems group of Pearson offers dynamic teacher licensing and performance assessment solutions. Our custom teacher licensure testing programs are 100 percent aligned to state standards. We also provide a wide variety of teacher licensure testing services such as test development, administration, and scoring.  We work in a collaborative environment and are passionate about education.

Scoring offers the opportunity to network with other professionals and stay abreast of the latest developments in your field. Scorers have a direct impact on the quality of the next generation of teachers and help to maintain professional standards. Scorers enjoy the change of pace, the mental challenge and the opportunity to give back to their educational field.

We have immediate openings for candidates to score Instructional Technology remotely for our Hadley, MA office.  

Job Title: Scoring Assistant Instructional Technology - MA

Key benefits

·         Starting rate of $17.50 per hour

·         Flexibility to work scoring sessions that suit your availability

·         Working remotely

Overall Responsibilities

·         Evaluates responses of teacher candidates in Georgia.

·         Successfully internalizes training and scoring guide, participates in discussions.

·         Must be able to put aside personal biases and apply scoring guide according to rubric requirements.

·         Meets quality and productivity requirements established for the scoring program.  

·         Engage with other scorers in consensus scoring activities.

·         Pass a qualifying test before scoring.

Working Conditions

Training takes place before scoring begins. There may be a brief orientation meeting before the day of scoring occurs.

Scoring sessions are typically one day long and take place during the week Monday through Friday. Scoring sessions will occur once every 2 months. The scoring day runs from 8:30 a.m. to approximately 4:30 p.m., including training.

Qualifications

·         A bachelor’s degree or higher, and

·         A current Instructional Technology certification AND be practicing or have two (2) or more years’ recent experience in the service role in a public school

OR serve as, or have recently served as, a college/university/program faculty member who prepares candidates in Instructional Technology

and MUST NOT be a current Georgia educator/based in the State of Georgia.

Both active and recently retired practitioners can be eligible to score.

·         Basic computer skills (keyboard, mouse)

·         Ability to sit for extended periods of time

·         Ability to maintain a confidential work environment

·         Eligible to work in the United States

NOTE: Applications are accepted on an ongoing basis.

This position is not bonus eligible, and information on benefits offered is here.

Title: Accelerated Math Teacher

Location: Eureka, MO, US, 63025-1949

Department: Parish Support

Job Description:

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future.  We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne.  A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area.  The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us.

Job Summary

The 7th and 8th Grade Accelerated Math Teacher provides instruction for 7th and 8th grade middle school students who are working at a faster pace in mathematics. Responsibilities include teaching an accelerated curriculum such as Pre-Algebra and Algebra concepts, guiding students through multi-step problem solving, and preparing students for success in high school level math. The teacher designs lessons that strengthen algebraic thinking, mathematical reasoning, and real-world application of math concepts.

The teacher assesses student progress, provides feedback, and differentiates instruction to meet the needs of accelerated learners. Responsibilities also include maintaining a structured and respectful classroom environment, communicating student progress with parents and administration, and collaborating with faculty to ensure alignment with school curriculum standards. The teacher integrates Catholic values into classroom interactions and supports the overall mission and faith life of the school.

This is a part-time position focused specifically on teaching accelerated math courses to 7th and 8th grade students.

Job Responsibilities

• Plan and deliver effective math instruction aligned with curriculum standards and school goals.

• Teach assigned mathematics courses appropriate to the grade level and program.

• Develop lesson plans that incorporate a variety of instructional strategies to meet erse learning needs.

• Create and maintain a classroom environment that promotes respect, collaboration, and active learning.

• Integrate instructional technology, hands-on activities, and real-world applications into lessons.

• Assess student learning using formative and summative methods and adjust instruction accordingly.

• Provide timely and meaningful feedback to students and communicate progress with parents/guardians and school staff.

• Collaborate with colleagues on curriculum development, student support, and school initiatives.

• Maintain accurate academic and attendance records in compliance with school policies.

• Uphold school expectations related to classroom management, student supervision, and professional conduct.

• Participate in faculty meetings, professional development, and school events as required.

Job Requirements

• Bachelor’s degree in Education, Mathematics, or a related field required.

• Teaching certification or licensure preferred or required, depending on school or state regulations.

• Strong communication, classroom management, and organizational skills.

• Ability to adapt instruction to support erse learners and learning styles.

• Commitment to fostering a positive, inclusive, and academically focused learning environment.

• Successful completion of required background checks and training.

The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and inidual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status.  

Title: Part Time Computer Teacher

Location: St Charles, MO, US

Department: Educators

Part Time

Job Description:

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future.  We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne.  A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area.  The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us.

Job Summary

Seton Regional Catholic School is seeking a Part-Time Computer Teacher for the 2026–2027 school year. This teacher will provide engaging, age-appropriate instruction that helps students develop foundational technology skills, including typing, basic software use, digital citizenship, internet safety, and introductory coding concepts. The Computer Teacher will also collaborate with faculty to support technology use in the classroom and help maintain an organized and functional computer lab while fostering a positive learning environment consistent with the mission of the school.

Job Responsibilities

• Plan and deliver instruction in basic computer skills, typing, and common software applications.

• Teach digital citizenship, internet safety, and responsible technology use.

• Introduce students to basic coding and problem-solving activities through age-appropriate platforms.

• Create engaging lessons that build students’ confidence and independence with technology.

• Maintain and organize the computer lab, including equipment and supplies.

• Collaborate with classroom teachers to support technology integration across subject areas.

• Monitor student progress and adjust instruction to meet erse learning needs.

• Foster a safe, respectful, and supportive classroom environment.

• Participate in faculty collaboration and support the mission and values of Seton Regional Catholic School.

Job Requirements

• Bachelor’s degree in Education, Educational Technology, or a related field.

• Current and valid teaching certificate (or ability to obtain one).

• Experience working with elementary or middle school students preferred.

• Strong communication and collaboration skills.

• Creativity, flexibility, and enthusiasm for teaching technology.

The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and inidual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status.  

Title: Part Time Program Leader - Camp Counselor

Salary

$16.75 - $18.75 Hourly

Location 

Elgin, IL

Job Type

Seasonal

Job Number

20260313-0

Job Description:

The City of Elgin is seeking seasonal Program Leaders - Camp Counselors to be responsible for the supervision and safety of assigned campers for The  Centre of Elgin's summer camp programs.  In addition this position requires participation in various sports including swimming and any other assigned activities.

• Will be reporting to Camp Director and the Youth and Teen Program Supervisor.
• Responsible for planning and implementing various sports, games and arts and craft activities as well as participation in the activities with the campers including swimming.
• Responsible for the safety of all assigned campers during the camp hours, which includes all normal camp activities, lunch, trips to the pool and all other field trips or special events.
• Responsible for filling out accident reports and incident reports that should be completed and given to the supervisor as soon as possible (no longer than 1 hour after the incident).
• Responsible for taking daily attendance of assigned campers and the reporting of all absent campers to supervisor.
• Responsible for wearing staff shirt daily during camp hours.
• Responsible for following and implementing camp discipline policy.
• Responsible for being certified in CPR and first aid and being able to administer first aid when necessary. 
• Must refrain from using profanity or displaying any conduct that could be offensive to campers.
• Responsible for the proper care of City equipment and facilities.
• Must be courteous and polite to parents and campers.
• Must be available for training prior to the program starting date.
• Experience working with kids preferable in teaching or coaching setting.
• High School Diploma or GED required, college credits a plus.
• Must be at least 18 years old. 
• Energetic and enthusiastic inidual.
• CPR and 1st Aid Certification (City will provide courses)
• Ability to work well with others.
• Ability to plan, implement, and participate in sports, games and arts and craft activities.
• Ability to supervise children aged 5-13 years old.

Must be available to work 7am to 6pm, Monday-Friday from the first day of camp to the last day of camp.  No vacations will be allowed during camp days.

Title: Part-Time Faculty, Math

Location: Orlando, Winter Park, Kissimmee United States

Job Type: Part-Time 

Job Description:

Position Number: AJ0035

Job Type

FT/PT: Part-Time

Employee Class Description: Faculty Adjunct

General Position Description

Primarily responsible for teaching in discipline or discipline areas in which he/she has specific training and/or competence. Plans, organizes, teaches, and provides feedback to promote and direct student learning in keeping with Valencia’s learning-­centered values and in a manner that meets the essential competencies of a Valencia educator. Responds to students in a timely manner and communicates with the discipline and ision via college-provided tools and resources.

GradeMA

Exemption StatusExempt

Posting NumberF1593P

Location(s)Orlando, FL 32811 - West Campus, Orlando, FL 32801 - Downtown Campus, Orlando, FL 32832 - Lake Nona Campus, Orlando, FL 32825 - East Campus, Winter Park, FL 32789 -  Winter Park Campus, Kissimmee, FL 34744 - Osceola Campus, Kissimmee, FL 34746 - Poinciana Campus

Proposed Work Schedule (Please note hours subject to change based on business needs)

Teaching assignments may include day, night, and/or weekend classes

• Additional campus locations may be added to this search prior to the date of closing, based on hiring needs.

Number of Vacancies: 4

Posting Detail Information

Temporary Position (Temp or Grant Funded) Details

Salary RangePlease see special instructions

Essential Job Functions

Description of Job Function

1.       Prepares and delivers instruction to students in assigned modalities (including classroom, hybrid, online, etc.). Prepares instructional materials. Provides feedback on students’ progress, including evaluation of student mastery of course and program outcomes.

2.       Provides feedback to students in matters related to academic success in a timely manner.

3.       Prepares and submits required documentation including course syllabi, student attendance, final course grades, and other information as requested or required by the college. 

4.       Maintains and disseminates current information pertaining to services available to students throughout the college.

5.       Is familiar with and maintains behavior and actions consistent with college policies.

6.       Maintains professional development/growth according to personal needs and requirements for certification. 

7.       Performs other duties as assigned.

Qualifications

Drivers License Requirement

Drivers License Requirement

Required Qualifications

Required Minimum EducationFaculty Positions Only - Level of education per Credentials Manual.

Required Field of Study

Appropriate level of education [required] See Credentials Procedures Manual at: http://valenciacollege.edu/faculty/forms/credentials/

Other Required Qualifications

Teaching experience at the community college level (in some cases, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes may be used to support an application in lieu of degree and course work requirements).

Required License/Certification

Preferred Qualifications

Preferred Education & Field of Study

Preferred Type of Experience

Preferred Licenses/Certification

Knowledge, Skills and Abilities

Knowledge, Skills and Abilities

1. Knowledge and understanding of learning-centered values.

2. Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.

3. Skill in the use of personal computers and general office software.

4. Ability to design learning opportunities that promote student life skills development while enhancing discipline learning. Demonstrated understanding of developmental advising (Valencia’s LifeMap) and competency-based learning (LifeMap).

5. Ability to develop and implement erse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding (Learning Centered Teaching Strategies).

6. Ability to use consistent, timely formative and summative assessment measures to enhance learning (Assessment).

7. Ability to design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences (Outcomes-Based Practice).

8. Commitment to stay current and continually improve knowledge and understanding of the discipline (Professional Commitment).

9. Ability to continuously examine the effectiveness of teaching, counseling, librarianship and assessment methodologies in terms of student learning by engaging in the scholarship of teaching and learning (Scholarship of Teaching and Learning).

10. Ability to effectively communicate interpersonally (in group and one-on-one settings), orally, and in writing.

Working Conditions

General Working Conditions

This job primarily operates in a professional office environment. The employee will routinely operate standard office equipment including but not limited to computers, keyboards, mouse, phones, photocopiers, printers, scanners, filing cabinets and fax machines. While performing the duties of this job, the noise level in the work environment is usually quiet to moderate. 

Job specific working conditions

This job operates in a classroom setting and professional office environment. This role routinely uses standard classroom and office equipment such as microphones, audio/videorecorders, computers, phones, photocopiers, filing cabinets and fax machines. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk, or sit for extended periods of time; reach with hands and arms; and have sufficient hand, arm and finger dexterity to operate a computer keyboard and other office equipment.

Title: Part-Time Faculty, Business

Location: Orlando, FL,  United States

Job Description:

Position NumberAJ0065.00000

Position TitlePart-Time Faculty, Business

Job TypeFaculty

FT/PTPart-Time

Employee Class DescriptionFaculty Adjunct

General Position Description

Primarily responsible for teaching in discipline or discipline areas in which he/she has specific training and/or competence. Plans, organizes, teaches, and provides feedback to promote and direct student learning in keeping with Valencia’s learning- ¬centered values and in a manner that meets the essential competencies of a Valencia educator. Responds to students in a timely manner and communicates with the discipline and ision via college-provided tools and resources.

GradeMA

Exemption StatusExempt

Posting NumberF1596P

Location(s)Orlando, FL 32811 - West Campus, Collegewide

Proposed Work Schedule (Please note hours subject to change based on business needs)

Number of Vacancies3

Open Until FilledNo

Posting Detail Information

Temporary Position (Temp or Grant Funded) Details

Salary RangeSalary is determined by the total contact hour course assignment & highest earned degree.

Essential Job Functions

Description of Job Function

1. Prepares and delivers instruction to students in assigned modalities (including classroom, hybrid, online, etc.). Prepares instructional materials. Provides feedback on students’ progress, including evaluation of student mastery of course and program outcomes.

Description of Job Function

2. Provides feedback to students in matters related to academic success in a timely manner.

Description of Job Function

3. Prepares and submits required documentation including course syllabi, student attendance, final course grades, and other information as requested or required by the college. 

Description of Job Function

4. Maintains and disseminates current information pertaining to services available to students throughout the college.

Description of Job Function

5. Is familiar with and maintains behavior and actions consistent with college policies.

Description of Job Function

6. Maintains professional development/growth according to personal needs and requirements for certification.

Description of Job Function

7. Performs other duties as assigned.

Qualifications

Drivers License Requirement

Drivers License RequirementPREFERRED: Employee must be able to travel locally on a flexible schedule, as needed. Must have reliable transportation, and proof of liability and property damage insurance on the vehicle used may be required.

Required Qualifications

Required Minimum EducationFaculty Positions Only - Level of education per Credentials Manual.

Required Field of Study

Appropriate level of education. See Credentials Procedures Manual at: http://valenciacollege.edu/faculty/forms/credentials/

Other Required Qualifications

Teaching experience at the community college level (in some cases, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes may be used to support an application in lieu of degree and course work requirements).

Required License/Certification

Preferred Qualifications

Preferred Education & Field of Study

Preferred Type of Experience

Preferred Licenses/Certification

Knowledge, Skills and Abilities

Knowledge, Skills and Abilities

Knowledge and understanding of learning-centered values.

Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.

Skill in the use of personal computers and general office software.

Ability to design learning opportunities that promote student life skills development while enhancing discipline learning. Demonstrated understanding of developmental advising (Valencia’s LifeMap) and competency-based learning (LifeMap).

Ability to develop and implement erse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding (Learning Centered Teaching Strategies).

Ability to use consistent, timely formative and summative assessment measures to enhance learning (Assessment).

Ability to design learning opportunities that acknowledge, draw upon and are enriched by student ersity in the learning environment (Inclusion and Diversity).

Ability to design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences (Outcomes-Based Practice).

Commitment to stay current and continually improve knowledge and understanding of the discipline (Professional Commitment).

Ability to continuously examine the effectiveness of teaching, counseling, librarianship and assessment methodologies in terms of student learning by engaging in the scholarship of teaching and learning (Scholarship of Teaching and Learning).

Ability to effectively communicate interpersonally (in group and one-on-one settings), orally, and in writing.

Working Conditions

General Working Conditions

This job primarily operates in a professional office environment. The employee will routinely operate standard office equipment including but not limited to computers, keyboards, mouse, phones, photocopiers, printers, scanners, filing cabinets and fax machines. While performing the duties of this job, the noise level in the work environment is usually quiet to moderate. 

Job specific working conditions

This job also operates in a classroom setting and may use equipment such as microphones and audio/videorecorders.

Must be able to work a flexible schedule, including occasional evenings or weekends, as needed.

Must be able to travel locally on a flexible schedule, as needed. Must have reliable transportation, and proof of liability and property damage insurance on the vehicle used may be required.

Career Planner

Location: Des Moines United States

Salary

$49,400.00 - $72,612.80 Annually

Location 

Des Moines - 50315 - Polk County, IA

Job Type

Full-time

Job Number

26-024

Job Description:

Iowa Workforce Development (IWD) is seeking a Career Planner to join our team at the IowaWORKS office in Des Moines, Iowa.

Position Details

• Location: 200 Army Post Rd., Des Moines, IA.
• Schedule: Full-time | Monday - Friday | 8:00 AM - 4:30 PM
• Work Flexibility: Hybrid telework and alternate schedules available after six months of employment

What You'll Do

Provide customer-focused services, assessing needs, and delivering career guidance. Coach job seekers, assisting with resumes and interviews, connecting customers to workshops and employment opportunities, performing job matching, and documenting services in the database system. Support employers with recruitment and job orders while maintaining employer relationships. Assist unemployment claimants with re-employment activities and follows unemployment administration rules and Iowa law when addressing unemployment insurance claims and appeals.

Core Responsibilities

Customer Service and Team Collaboration

• Provide courtesy, respect, and politeness during all interactions with customers, both internal and external. 
• Work with and ask customers appropriate questions to determine services they are seeking and/or needing. 
• Interact effectively and build respectful relationships among coworkers and partners. 
• Collaborate with team members within the American Job Center (AJC), resulting in a better experience for customers. 
• Provide feedback as well as potential solutions to team and/or leadership and provide first day service to Veterans. 
• Promptly greet customers upon entry into the IowaWORKS Center in a friendly and professional manner.

Career Coaching and Customer Support

• Coach, motivate, and encourage job seekers on all aspects of the job search and assist customers to build their personal and job skills for the primary goal of successful employment. 
• Provide customers assistance with preparing and tailoring resumes and cover letters and facilitate mock interviews for customers, identifying ways to improve their interview responses. 
• Process paperwork for partner and team programs and services. 
• Refer, direct, and result customers to appropriate workshops and employment events. 
• Facilitate workshops or one-on-one appointments in-person or through virtual conferencing platform for customers/participants of system programs and services, update workshops and presentations as new information is available. 
• Accurately document all services, appointments, or other pertinent information in the database system and send/receive work-related documents for customers.

Employment Services and Labor Market Guidance

• Assist customers by answering questions about employment and training opportunities. 
• Perform "job matching" referring career opportunities to candidates in the IowaWORKS System. Provide appropriate partner referrals and relay current labor market information to job candidates.

Business Services and Employer Engagement

• Provide direct services to business for recruitment of employees and provide information and guidance to employers on how to use the IowaWORKS system. 
• Identify sources for potential new employer customers for the AJC and participate in development and implementation of customized recruitment strategies and events. 
• Provide follow-up contact and services to job seekers and business. 
• Utilize case management system for tracking and maintaining employer information. 
• Critique and enter job orders and referrals into the IowaWORKS system and network with businesses to determine hiring practices and employer needs.

Unemployment Insurance and Re-employment Support

• Connect unemployment claimants with re-employment activities at the AJC. 
• Adhere and refer to unemployment administration rules and Iowa law when working with customers in regard to filing unemployment insurance (UI) claims, answering questions and concerns. 
• Use database system to review salary histories, cross reference database systems to ensure personal identification information matches and adjudicate issues within the claim in accordance with all UI laws. 
• Provide information to customers for UI appeals when necessary and prepare and participate in all UI appeal hearings relating to issued adjudications decisions.

About Iowa Workforce Development

IWD is a state agency committed to providing employment services for inidual job seekers and to connecting employers to available workers through our IowaWORKS partnership.

IWD continually strives to improve processes and align the organization to provide effective, demand-driven products and services.   IWD staff in Des Moines consists of administrative services, disability determination services, information technology, labor market information, unemployment insurance services, vocational rehabilitation services, and workforce services.  The agency also maintains a statewide delivery system for IowaWORKS Offices where both employers and job seekers can receive workforce assistance.

Employer Highlights

IWD is focused on serving Iowans and providing outstanding customer service.  Our strength is driven by the skills and talents of our people.  IWD offers a rewarding team atmosphere, a flexible working environment, and a great total compensation package for our full-time employees, including:

• Iowa Public Employees' Retirement System (IPERS)
• Retirement Investors Club (RIC)
• Hybrid telework opportunities for eligible classifications
• Health, Dental and Vision Insurance
• Vacation Leave
• Sick Leave
• Paid Holidays (9 days/year)
• Flexible Spending Accounts
• Life Insurance
• Long-Term Disability Insurance

Title: Early Intervention Service Provider for Ages Birth to Three

Location: Orange County United States

remote type

Remote

locations

Orange County, NC

time type

Full time

Job Description:

Agency

Dept of Public Instruction

Division

Deputy Chief Academic Office

Job Classification Title

School Speech-language Pathologist (NS)

Position Number

60039553

Grade

ED24

About Us

The North Carolina Department of Public Instruction (NCDPI) is charged with implementing the state's public school laws for pre-kindergarten through 12th grade public schools at the direction of the State Superintendent of Public Instruction and State Board of Education.

Description of Work

• This is an anticipated vacancy.

This position is expected to be available on July 1, 2026. *

The primary purpose of the position is to provide itinerant early intervention services to infants and toddlers eligible to receive special education and related services for hearing loss under Part C of the Iniduals with Disabilities Education Act (IDEA). The position serves infants and toddlers ages birth to three years. The position is required to serve infants and toddlers in their homes, childcare settings, and/or other natural environments.

This position is remote-based, 12-months and requires up to 80% travel. This position requires access to reliable internet to conduct business using web-based platforms.

Job Responsibilities:

Collaborate and participate in Inidualized Family Service Plan development with families and Early Intervention Service Coordinators and provide written progress reports.

Develop and implement developmentally appropriate instruction designed to meet the unique needs of each child and family in the natural environment. (i.e. in the child's home, childcare, community setting, etc.)

Administer and interpret results of formal and informal language assessments. Provide assessment reports.

Maintain accurate records on services provided including service notes, Medicaid billing documentation and documentation of progress.

Collaborate with and provide consultation to other providers.

Provide consultative service to ELSSP teachers and professionals regarding administration and interpretation of assessment data, assessment report writing, language sampling and specific techniques for intervention.

Additional duties as assigned by the supervisor.

Valid Driver's License Required.

Knowledge Skills and Abilities/Management Preferences

Recruitment Range: $52,800.00 - $76,824.00

Management Preferences:

• Knowledge of Hearing loss and its implications for overall development.
• Knowledge of the development of spoken language and manual modes of communication with children who have a hearing loss.
• Knowledge of typical and atypical development and appropriate intervention strategies to maximize the child's progress.
• Knowledge of adult learning theory.

Important: This posting closes at 11:59:59 PM the night BEFORE the End Date above.

If you have student loans, becoming a state employee includes eligibility for the Public Service Loan Forgiveness Program. Visit www.studentaid.gov to learn more.

Office Information:

The Office of Exceptional Children provides general supervision, professional learning, and technical assistance to all local education agencies, including charter schools, state operated programs, the innovative school district, lab schools, and other state agencies and approved private agencies that provide special education to children and youth classified as disabled. The Early Learning Sensory Support Program for Children with Hearing and Vision Impairments (ELSSP) within the SSAT section is a statewide early intervention program supporting infants and toddlers, their families, and the providers who work with them through the provision of direct instruction and consultation.

Minimum Education and Experience

Some state job postings say you can qualify by an "equivalent combination of education and experience." If that language appears below, then you may qualify through EITHER years of education OR years of directly related experience, OR a combination of both. See the Education and Experience Equivalency Guide for details.

Master's Degree or beyond in Speech Language with or eligible to receive a license level of one of the following: M, S. AS, D, DS.

NCDPI Licensure in Speech-Language Pathology •ASHA Certification

EEO Statement

The State of North Carolina is an Equal Employment Opportunity Employer and dedicated to providing employees with a work environment free from all forms of unlawful employment discrimination, harassment, or retaliation. The state provides reasonable accommodation to employees and applicants with disabilities; known limitations related to pregnancy, childbirth, or related medical conditions; and for religious beliefs, observances, and practices.

Recruiter:

Tamara Lynn Cherry

Recruiter Email:

[email protected]

Title: Part-Time Faculty, Nutrition

Location: Orlando United States

Job Description:

About this Position

Posting Detail Information

Position Number AJ0037 Position Title Part-Time Faculty, Nutrition Job Type FT/PT Part-Time Employee Class Description Faculty Adjunct General Position Description

Primarily responsible for teaching in discipline or discipline areas in which he/she has specific training and/or competence. Plans, organizes, teaches, and provides feedback to promote and direct student learning in keeping with Valencia's learning-centered values and in a manner that meets the essential competencies of a Valencia educator. Responds to students in a timely manner and communicates with the discipline and ision via college-provided tools and resources.

Grade MA Exemption Status Exempt Posting Number F1589P Location(s) Orlando, FL 32811 - West Campus, Orlando, FL 32832 - Lake Nona Campus, Orlando, FL 32825 - East Campus, Winter Park, FL 32789 - Winter Park Campus, Kissimmee, FL 34744 - Osceola Campus Proposed Work Schedule (Please note hours subject to change based on business needs)

Teaching assignments may include day, night, and/or weekend classes.

Number of Vacancies 3 Posting Start Date 03/13/2026 Posting End Date 03/30/2026 Open Until Filled No Quicklink for Posting https://valenciacollege.peopleadmin.com/postings/42087

Posting Detail Information

Temporary Position (Temp or Grant Funded) Details

No, this position is not grant-funded.

Salary Range Salary is determined by the total contact hour course assignment & highest earned degree. https://valenciacollege.edu/employees/human-resources/documents/salary-schedule-fy25-26-all-staff-all-faculty-updated-oct-9.pdf pg. 9

Essential Job Functions

Description of Job Function

1. Prepares and delivers instruction to students in assigned modalities (including classroom, hybrid, online, etc.). Prepares instructional materials. Provides feedback on students' progress, including evaluation of student mastery of course and program outcomes.

2. Provides feedback to students in matters related to academic success in a timely manner.

3. Prepares and submits required documentation including course syllabi, student attendance, final course grades, and other information as requested or required by the college.

4. Maintains and disseminates current information pertaining to services available to students throughout the college.

5. Is familiar with and maintains behavior and actions consistent with college policies.

6. Maintains professional development/growth according to personal needs and requirements for certification.

7. Performs other duties as assigned.

Qualifications

Drivers License Requirement

Drivers License Requirement

Required Qualifications

Required Minimum Education Faculty Positions Only - Level of education per Credentials Manual. Required Field of Study

Appropriate level of education [required] See Credentials Procedures Manual at: http://valenciacollege.edu/faculty/forms/credentials/

Other Required Qualifications

Teaching experience at the community college level (in some cases, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes may be used to support an application in lieu of degree and course work requirements).

Required License/Certification

Preferred Qualifications

Preferred Education & Field of Study Preferred Type of Experience Preferred Licenses/Certification

Knowledge, Skills and Abilities

Knowledge, Skills and Abilities

1. Knowledge and understanding of learning-centered values.

2. Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc.

3. Skill in the use of personal computers and general office software.

4. Ability to design learning opportunities that promote student life skills development while enhancing discipline learning. Demonstrated understanding of developmental advising (Valencia's LifeMap) and competency-based learning (LifeMap).

5. Ability to develop and implement erse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding (Learning Centered Teaching Strategies).

6. Ability to use consistent, timely formative and summative assessment measures to enhance learning (Assessment).

7. Ability to design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences (Outcomes-Based Practice).

8. Commitment to stay current and continually improve knowledge and understanding of the discipline (Professional Commitment).

9. Ability to continuously examine the effectiveness of teaching, counseling, librarianship and assessment methodologies in terms of student learning by engaging in the scholarship of teaching and learning (Scholarship of Teaching and Learning).

10. Ability to effectively communicate interpersonally (in group and one-on-one settings), orally, and in writing.

Working Conditions

General Working Conditions

This job primarily operates in a professional office environment. The employee will routinely operate standard office equipment including but not limited to computers, keyboards, mouse, phones, photocopiers, printers, scanners, filing cabinets and fax machines. While performing the duties of this job, the noise level in the work environment is usually quiet to moderate.

Typical physical competencies include but are not limited to frequently remaining stationary, moving, reaching, positioning self and occasionally ascending/descending, lifting/moving objects weighing between 5-15 pounds. This job also entails frequently communicating, discerning and exchanging information, detecting and perceiving objects up close, at a distance, and the ability to adjust focus. Cognitive abilities include but are not limited to frequently using discretion, judgment, reasoning, memory, learning, maintaining confidentiality, comprehension, problem solving, and decision-making.

The typical work environment, physical and cognitive demands listed above are representative of those that must be met by an employee to successfully perform the essential functions of this job. The College has a process to identify and make available reasonable accommodations to enable iniduals with disabilities to perform the essential functions.

Job specific working conditions

This job operates in a classroom setting and professional office environment. This role routinely uses standard classroom and office equipment such as microphones, audio/videorecorders, computers, phones, photocopiers, filing cabinets and fax machines. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk, or sit for extended periods of time; reach with hands and arms; and have sufficient hand, arm and finger dexterity to operate a computer keyboard and other office equipment.

Title: Wilson Reading or Orton Gillingham Online

Location: Fort Washington , PA 19034

Job Description:

Benefits:

• Competitive salary
• Flexible schedule
• Training & development
• Wellness resources

About Team Tutor:

Team Tutor is a premier educational services firm proudly serving students since 2005. We specialize in personalized, one-on-one and small-group academic tutoring, test prep, and study skills programs for students in grades K–12. Whether in-person or online, our programs are tailored to meet each learner’s unique academic needs.

We are a mission-driven team of certified educators who believe in the power of inidualized instruction. If you're passionate about helping students grow and thrive, we’d love to hear from you!

What We Offer:

• Flexible scheduling: Set your own hours (minimum 4–6 hours per week). This applies to most assignments. Some assignments have set schedules 
• Competitive Pay – Compensation is based on your years of experience
• Simple IRA with Company Match – Up to 3% matching contribution
• Ongoing Training & Support – Access to professional development and teaching resources
• Part-Time Employment – Not a contractor role; become part of a collaborative educator team
• Supportive Team Culture – Work in a community that values collaboration and shared success

What We Are Looking For:

• Wilson or Orton Gillingham Certified tutors/teachers
• Experienced in delivering structured literacy programs
• Compassionate, responsible, and student-centered  
• Available for year-round tutoring
• Energetic, enthusiastic, and committed to student success
• Experienced (1-3+ years of teaching or tutoring preferred)
• Skilled in working with students of varying academic levels and needs
• Excellent communicator and dependable team player

Job Requirements:

• Wilson Reading or Orton Gillingham Certification (required)
• Open availability to tutor a minimum of 4 - 6 hours per week
• Current background clearances: FBI, PA State Police, and Child Abuse (within the past year)
• Mandated Reporter Certificate
• Recent TB Test Results
• Completion of Act 24, Act 168, and other state-mandated forms
• 2–3 professional references

Ready to Inspire Young Minds?

To apply, please submit the following:

• Cover letter
• Resume
• Completed job application
• Copies of teaching certifications and clearances

Email all documents to [email protected].

This is a remote position.

Compensation: $40.00 per hour

What We Do

Tutoring

We offer one-on-one tutoring for grades K-12 in all academic subjects throughout the Delaware Valley.

School Based Services

We partner with schools providing a variety of tutoring services for students at the school or location of choice. All programs are designed to meet the inidual needs of the student.

Online Tutoring

Personalized, flexible and engaging tutoring sessions that are designed to meet your child's academic needs from the comfort and safety of your home.

Team Tutor Careers

Tutoring Jobs in Philadelphia

Tutoring careers are available for State Certified Teachers. Team Tutor is always looking for passionate and dedicated teachers who want to make a difference in the life of a student. Our service area includes Philadelphia, Montgomery County, Bucks County, Delaware County, Chester County.

Why Tutor for Team Tutor?

We provide you with students so you can do what you love—teach! Tutors do not have to worry about marketing or billing. Team Tutor takes care of that for you! We are a full service firm that provides you with students based on your academic speciality and your geographic location. You have the flexibility of setting up your own tutoring schedule based on your schedule and the client’s schedule!

Professional Development Workshops

We offer ongoing tutor training to provide you with updated research-based programs and effective teaching strategies & activities.

Title: Special Programs Academic Administrator

Location: US - MI - Remote

Work Type: Remote, Full Time

Job ID: JR112806

Job Description:

Job Description

Required Certificates and Licenses: Michigan Academic Administrator Certification and Special Education Certification Required.

Residency Requirements: Must reside in Michigan

The Special Programs Academic Administrator directs and coordinates educational, administrative and counseling activities of student by performing the following duties personally or through subordinate supervisors.

K12, a Stride Company, believes in Education for ANY ONE. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Michigan Virtual Charter Academy (MVCA). We want you to be a part of our talented team!

The mission of Michigan Virtual Charter Academy (MVCA) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Ensures conformance of educational programs to state and local school board standards through evaluation, development and coordination activities;

• As needed, researches and implements non-K12 curriculum resources that meet state standards;

• Manages teaching and administrative staff; Manages Master and Lead Teachers and programs;

• Helps articulate the school's mission and vision with the aim of ensuring all stakeholders have a common understanding and are positioned to work cooperatively in order to achieve desired results; Utilizes/relies heavily upon communication technologies and practices that most effectively support a predominantly virtual / remote work environment;

• Confers with teachers, students, and parents concerning educational and behavioral problems in school;

• Coordinates with teacher and K12 Enrollment regarding expulsions and withdrawals;

• Ensures that the school is meeting the needs of students while complying with local, state, and federal laws, including laws pertaining to special education;

• Develops and oversees implementation of the school's Academic Improvement Plan.

MINIMUM REQUIRED QUALIFICATIONS:

• Master's degree in business, education or related field of study AND

• 5-7 years of educational experience AND

• 3 years of supervisory experience OR

• Equivalent combination of education and experience

• Ability to clear required background check

OTHER REQUIRED QUALIFICATIONS:

• Demonstrable leadership, organizational and time management skills

• Strong written and verbal communication skills

• Microsoft Office (Outlook, Word, Excel, PowerPoint, Project, Visio, etc.); Web proficiency.

• Ability to travel 20% of the time

• Experience as an on-line / virtual educator

• State License as a School Administrator

• Special Education Teaching certification

DESIRED QUALIFICATION:

• Experience working with proposed age group.

• Experience supporting adults and children in the use of technology.

• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment.

• Experience with online learning platforms.

Compensation & Benefits: Stride, Inc. considers a person's education, experience, and qualifications, as well as the position's work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee's salary level. Salaries will differ based on these factors, the position's level and expected contribution, and the employee's benefits elections. Offers will typically be in the bottom half of the range.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Position: STEAM Scholars Lead Facilitators

Location: Harrisburg United States

**Job ID;**2026-15061

**Category;**Teaching

**Compensation Min;**USD $18.50/Hr.

**Compensation Max;**USD $18.50/Hr.

**Type;**Regular Part-Time

Job Description:

Overview

Reporting Relationship: Directly: STEAM Scholars Site Director Indirectly: Youth and Family Education Administrator

Responsibilities

Position Overview:

The S2 LF primary responsibilities include but are not limited to facilitating The Salvation Army's S2 programming (After School, Summer Program, Family/Parent Engagement etc.) at the PA STEAM Academy Charter School as well as tracking & collecting data as outlined by the S2 Site Coordinator. The S2 LF is responsible for creating a quality nurturing and educational program environment by demonstrating proficiency in the assigned curriculum and effectively implementing lesson plans. The REA LF will use ARC, K-5 Math Teaching Resources, Great Minds, Engage NY Mathematics, and Eureka Mathematics curriculum as part of the academic component of S2. During the enrichment portion of the program, the S2 LF will lead and facilitate the enrichment instruction (Nutrition, Character Education, Art, Music, CATCH, Kodable etc.) which actively engages the program participants in exploring new outlets for self-expression and holistically enriching skill development. The S2 LF must able to instruct youth of grades K-3 and plan age appropriate lessons for each age group. S2 LFs must attend all trainings and be willing to learn to assist with other assigned curriculums, implement lessons and support vendors/program partners. The S2 LF will provide timely feedback from program participants & community partners and community outreach support as outlined in the program Manual. This position is part-time employment with various hours to meet program needs for both summer and school year after school programs.

Qualifications

Minimum Qualifications:

• 2 year associates degree in related field preferred or a minimum of 2 years related experience
• Confidentiality in all areas, mandatory
• Program requires working hours to be flexible to meet program needs and is subject to change
• Must possess excellent organizational skills, patience, creativity and love for urban youth and their families.
• Ability to thrive in a collaborative team environment but also able to work independently.
• Effective time management and strong organization skills a must.
• Knowledge of cultural flexibility, competency in working with multi-cultural participants and experience working with inner-city youth
• Must be able to adapt and change to meet the needs of the organization and the community.
• Must be a detail-oriented, logical thinker, who is a motivated self-starter and able to work independently on assigned projects.
• Current CPR & First Aid Certification
• As a Mandated Reporter, must provide proof of having completed training on recognizing and reporting child abuse meeting the training standards of PA Act 153.
• Meets the Child Protection Clearances required by PA Act 153 to include PA Child Abuse History Clearance, PA State Police Criminal Record Check and FBI Criminal Record Check through the Department of Human Services
• Computer skills a must
• Valid Driver's License and able to obtain insurance clearances as determined by The Salvation Army's insurance company
• Must have an understanding of, appreciation for, and support the Mission of The Salvation Army.

Title: Purdue Global Adjunct Faculty, Health Information Management and Medical Billing & Coding (REMOTE)

Location: West Lafayette United States

Job Description:

Req Id: 41159

Job Title: Purdue Global Adjunct Faculty, Health Information Management and Medical Billing & Coding (REMOTE)

City: Remote/Virtual

Job Description:

Our Opportunity:

Building on Purdue University's mission to provide greater access to affordable, high-quality education, Purdue University Global is a public, nonprofit institution offering a world-class education online. Purdue Global's School of Health Sciences has an opening for Adjunct Faculty.

Job Summary:

Purdue University Global offers term by term, non-tenured teaching appointments to qualified iniduals who are dedicated to providing quality educational experiences to students in Associates, Bachelors and Masters degree programs. This position offers an excellent opportunity for iniduals to work in a professional learning community wherein faculty contribute to and engage in instructional best practice for adult learners in an innovative, nontraditional university setting.

Adjunct faculty have part-time teaching roles. Adjunct faculty can teach up to 3 courses per term, not to exceed 10 courses per year. This role participates in continuing professional development and may also engage in faculty governance and curriculum work as needed. Additional service activities may be assigned to Adjunct faculty. Scholarship is not required. Teaching assignments for Adjunct faculty may fluctuate and are contingent upon the schedule of courses. Adjunct faculty deliver high-quality instruction and foster an inclusive and supportive learning environment conducive to student success.

What to expect in this role:

• Provides a student-centered learning environment which enables students to attain success.
• Teaches synchronous or asynchronous seminars (10-week units) as assigned by the School or program.
• Maintains school-determined virtual office hours per week for each class.
• Ensures timely management and response to electronic correspondence from students, administrators, and other University officials.
• Leads message board discussion and engages students in relevant discussions and coursework.
• Partners with Academic Advisors to address student concerns. Refer students who self-identify with a potential need for an accommodation under the Americans with Disabilities Act (ADA) to Student Accessibility Services (SAS), and comply with all student accommodations communicated by SAS in writing.
• Maintains and submits accurate and timely reports for student grades/progress.
• Delivers mid-term and final grades in accordance with the academic calendar.
• Enforces student conduct policies as outlined in the University Catalog.
• Attends University, departmental, and faculty meetings as requested.
• Remains current with trends, techniques, and advances in technology that are applicable to the program.
• Additional duties may be assigned by the School.

Education & Experience:

• Master's degree in health information management or a closely related field from a regionally accredited institution.

• Doctorate in a healthcare-related field preferred.

• Credentials:

• RHIA (Registered Health Information Administrator) - required for core bachelor's degree-level courses.

• RHIT (Registered Health Information Technician) - may be considered in lieu of RHIA.

• CCS (Certified Coding Specialist) or CCS-P (Certified Coding Specialist - Physician-based) - required for coding courses

• Minimum of three years of professional experience in health information management, medical coding, or a related health sciences field.

• One to three years of online or distance teaching experience is preferred.

What we're looking for:

• Excellent communication and interpersonal skills.
• Commitment to student success and academic excellence.
• Ability to create an inclusive and supportive learning environment.
• Proficiency in using technology for online course delivery. Exceptional computer skills using Microsoft Office Suite and Google applications. Experience with Brightspace education software is preferred.
• Excellent organizational and time management skills, and the ability to work independently with minimal supervision. Ability to work effectively in a remote environment.
• Capable of building strong working relationships across teams, departments and Schools.

Additional Information:

• Purdue Global will not sponsor employment authorization for this position.
• We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. You may wish to review the Purdue Virtual Meeting Professional Standards.
• Adjunct compensation varies per course based on student enrollment, program type and also includes a contribution to a retirement account. A typical adjunct in the School of Health Sciences can expect to receive $2800 per full 10-week course. Retirement account benefits include an automatic 403(b) company contribution of 3% and a company match up to an additional 4% with participation in an optional 457(b) plan.
• This is a remote position. Candidates must be based in and legally authorized to work in the United States.
• A background check will be required for employment in this position.
• When applying for a faculty position at Purdue University Global you will be asked to provide an unofficial transcript and if hired will be required to provide an official transcript.
• FLSA: Exempt (Not Eligible For Overtime)
• Purdue Global is an EEO/AA employer. Our goal is to recruit and retain talent from a broad pool of applicants. Purdue Global celebrates a variety of perspectives, experiences, and skills to support a success-focused environment for employees and students. Employment decisions are based on qualifications, merit, and business needs. All are encouraged to apply.

#HEJ

Title: Instructional Design Analyst - Hybrid

Location:  US-NH-Lebanon, US-NH-Keene 

ID2026-37458

Category

Information Systems/Technology

Position Type

Full-Time (30 to 40 hrs per week)

Job Description:

Overview

Serves as an expert in the training of the use of information technology in healthcare settings. Supports the design, creation & maintenance of training curriculum & associated processes and tools within the [specific application(s)] and/or the [specific area(s)]. Understands the technical capabilities of information technology used to deliver computer-based training in healthcare settings. This includes multimedia deliverables to be used with self-paced online learning, in-person and virtual instructor-led training, and other initiatives. Collaborates with the training manager, system analysts, informaticians and subject matter experts to develop, provide, and maintain training curriculum materials related to the EHR. Builds and maintains the EHR training environments. Assesses, trains & supports staff throughout the care continuum in the use, adoption and optimization of clinical technologies to maximize efficient and effective use in order to facilitate the improvement of patient care, user satisfaction, clinical productivity, and quality outcomes. Provides project management support for assigned projects.

Responsibilities

Can accurately follow prioritized work instructions and is able to consistently meet deadlines. Appropriately escalates issues preventing progression of their work. Identifies opportunities to accept new work in order to maximize available productivity. Can develop end-user & cross-team relationships with other IS teams. Can accurately follow prioritized work instructions and is able to consistently meet deadlines. Appropriately escalates issues preventing progression of their work. Identifies opportunities to accept new work in order to maximize available productivity. Developing ability to create educational materials with oversight & lead 1:1/small group educational sessions. Requires interaction with customers throughout the organization including management of other departments, nursing, and medical staff. Demonstrates exceptional customer service and interacts effectively with all clinical & operational team members, patients, and the broader health care community Provide weekly remote and in person support to users receiving training at DH locations. Must be available for evening, weekend, holiday or on call hours as needed by department. Demonstrates appropriate independent decision making and works effectively as part of a team structure. Maintains a broad understanding of both the organization and the health care industry. Stays at the forefront of emerging technologies, trends & best practices related to eLearning, publishing standards, adult learning, etc. to develop and deliver leading-edge computer-based training materials. Able to hold discussions of the concepts involved in training curriculum design, system design, workflow design, or issue investigation while not actively working with or looking at the system/ documentation, and make the technology understandable to others (e.g., end users or organizational leadership). Provide training and assistance to team members. Perform other duties as required or assigned

Qualifications

• Bachelor's degree with two (2) years of relevant work experience or the equivalent is preferred. At least two (2) years of experience working in healthcare, training, or informatics is required. Education and/or experience in instructional design, curriculum delivery, adult education, teaching, or clinical experience is preferred. For applicable positions: Experience with Epic as an end user, trainer, or analyst is preferred
• For applicable positions: Has vendor application certification/proficiency or earns it within 12 months of hire (i.e. Epic application certification). Maintains certification/proficiency in accordance with vendor requirements.
• Strong leadership, interpersonal, communication and organizational skills desired
• Project management skills are desirable

Required Licensure/Certifications

• Current Epic application certification/proficiency, or earning it within 12 months of hire, is required. Maintenance of certification/proficiency in accordance with Epic requirements is required.

Title: Faculty, Veterinary Technology

Location: Larimer Campus - Fort Collins, CO

Hybrid

Job Type

Faculty

Job Number

202602019

Division

Academic Affairs

Department

Health Science & Wellness

Job Description:

General Summary

Who We Are

With three campuses along Colorado's Front Range, Front Range Community College is the state's largest community college. We enroll close to 28,000 students annually from our erse service area, which offers a variety of cultural and recreational activities.

Each year approximately 5,000 FRCC students transfer to four-year universities. FRCC offers more than 36 career training programs that prepare students for immediate employment and rewarding careers. Last year, more than 5,000 high school students took concurrent enrollment classes with us, earning college credit without having to pay college tuition. And we were recently ranked as one of the "Top Online Colleges" in the country by Newsweek.

One of FRCC's main goals is to offer educational excellence for everyone. The college's strong commitment to student success means we start by creating an inclusive and equitable environment-one where both students and employees feel they belong and are supported. FRCC's focus on ersity, equity and inclusion is woven into the fabric of our college conversations and decision-making processes. We are actively seeking to hire a workforce that reflects the ersity of our student body.

The college is also an emerging Hispanic Serving Institution. For us, becoming an HSI is an intentional commitment to being a college where our Latinx (and other historically marginalized) students thrive.

FRCC employees and leaders work hard to create a culture of collaboration, innovation and pride. We're looking to hire people who share these values-along with our commitment to student success, equity and excellence.

Who You Are

As a full-time faculty member in our Veterinary Technology (VET) Department, you will play a key role in advancing Forward, Together,FRCC's 2025-2030 Strategic Plan, which emphasizes expanding access and flexibility in learning, fostering a vibrant and inclusive workplace culture, and ensuring success for every learner. In this position, you will contribute to high-quality, responsive instruction by teaching VET courses, assisting in the ongoing development of curriculum, supporting the selection of textbooks and instructional materials, coordinating clinical and cooperative education experiences, and providing meaningful academic advising to VET students. You will also help strengthen industry-aligned learning pathways and support student achievement by developing online and new courses that reflect evolving workforce needs. Additionally, you will engage in program, department, campus, college, and community initiatives, serve on committees, and provide leadership to part-time faculty, contributing to the collaborative, future-focused culture that FRCC is committed to building.

You work inidually, as well as in collaboration with colleagues, to develop innovative curriculum which meets the needs of our erse population of students. Student retention and success are your top priorities. You will utilize technology and effective teaching strategies to develop students' critical thinking skills.

As a faculty member you act as a mentor for the part-time instructors. You serve as representative of the department by participating in committees, task forces, and events at the campus, college, and/or state levels. You may be asked to teach at different times, locations and modalities to meet the needs of the College.

This position has the opportunity for occasional remote work opportunities, and there will be a substantial on-campus presence needed.

Please note: this is an on-campus position with some remote work opportunities. You need to be a Colorado resident on your first day of employment. Also, Front Range Community College is an E-Verify employer.

SALARY:$59,020 - $67,183 annually for a renewable, 9-month, grant-funded contract. Please see the Faculty Salary Matrix for more specific information.

BENEFITS:For information about benefits, please view APT & Faculty Benefits.

SELECTION PROCESS: Position will remain open until filled with a priority deadline of March 29, 2026. This posting may be used to fill multiple or similar roles.

Qualifications

Required Education/Training & Work Experience:

• Must hold active State of Colorado credentials as a Registered Veterinary Technician or Veterinarian (or within 2 months of hire for out-of-state candidates)
• Must have 4,000 hours of related occupational experience within the past five (5) years (Educators holding current appropriate CTE Teaching credential may have this waived)

Preferred Education/Training & Work Experience:

• Experience working?with (comfortable providing instructions related to) large animals and small animals.

Welcoming. Respectful. Inclusive. Together, we are FRCC.

For information on Front Range Community College's Security, including Clery Act/Crime Statistics for the campuses and surrounding area, view FRCC's Annual Security Report.

Title: FT Faculty- Nursing Skills Lab Instructor 

Location: Saint Petersburg, FL 33702, USA

Work Type: Hybrid, Full Time

Job ID: FTFAC002450

Description

The Lab Faculty plays a crucial role in the governance and academic success of Excelsior University. This position is responsible for creating skills and simulation learning activities in the laboratory setting, as well as developing, overseeing, and evaluating the curricula.

The Lab Faculty ensures that lab activities are of the highest quality, student-centered, and provide regular opportunities for hands-on skill development, assessment, and remediation as required.

This position requires approximately 2-3 days on-site per week, with occasional evenings and weekends as needed.

Duties and Responsibilities:

• Teach nursing skills and clinical procedures in a lab or simulation setting.
• Work with students in skills practice, demonstration, simulation, and remediation to support student learning and skill mastery.• Prepare skills lab demonstrations and simulated learning activities in coordination with nursing faculty.
• Coordinate and supervise students to ensure that lab experiences meet learning outcomes.
• Teach didactic nursing courses remotely, delivering engaging online instruction and supporting student learning through virtual platforms.
• Ensure lab activities align with program learning outcomes, NCLEX-RN standards, and state/national accreditation requirements.
• Ensure compliance with OSHA safety rules and regulations.
• Provide timely feedback and evaluation of student performance through written exams, skills checklists, and simulation assessments.
• Integrate best practices into lab instruction using relevant research and literature findings.
• Model professionalism, ethical practice, and culturally responsive care in nursing practice.
• Incorporate technology, simulation, and case studies to enhance student learning experiences.
• Mentor and guide students in academic performance, professional development, and clinical readiness.
• Maintain student attendance, grades, and performance records in accordance with institutional policy.
• Promote a supportive and inclusive learning environment that fosters critical thinking and professionalism.
• Participate in faculty meetings, curriculum committees, and accreditation activities.
• Maintain current licensure, certifications (e.g., BLS, ACLS), and professional development requirements.
• Assist with student recruitment, orientation, and retention initiatives.
• Orient and mentor lab faculty as assigned.
• Participate in continuing education, faculty development workshops, and scholarly activities.
• Participate in activities that support the University's strategic plan and the strategic priorities of the School of Nursing.
• Represent the School of Nursing and University at professional meetings and forums.
• This position requires approximately 2-3 days on-site per week, with occasional evenings and weekends as needed.

Qualifications: To perform this job successfully, an inidual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• An earned Master of Science in Nursing from a regionally accredited United States institution or an equivalent, nationally recognized foreign institution of higher learning.
• Minimum of three years teaching experience in a prelicensure nursing program or teaching in a nurse residency program
• Relevant experience in clinical nursing practice.
• Proficiency with simulation technology and computers.
• A license to practice as a registered professional nurse in the state of Florida.
• Experience with high-fidelity simulations.
• Strong track record of promoting student success using evidence-based decision-making to support the quality improvement of academic programs, curriculum, and faculty. Experience with program and student learning outcomes assessment, as well as program and institutional accreditation processes and procedures.
• Strong track record or working collaboratively and collegially with faculty across disciplines to support high quality standards.
• Excellent communication skills, comfort with timelines, dates, and deliverables are necessary.

The hiring salary range for this position is $82,000-$85,000 for candidates with a Master's degree and $90,000 for candidates with a PhD. The ranges listed represent the University's good faith estimate at the time of posting.

Title: Instructional Design Analyst II - IS Training, Hybrid

Location:

US-NH-Lebanon | US-NH-Keene

ID2025-34809

Category

Information Systems/Technology

Position Type

Full-Time (30 to 40 hrs per week)

Location Name

Lebanon, NH

Overview

Serves as an expert in the training of the use of information technology in healthcare settings. Supports the design, creation &maintenance of training curriculum & associated processes and tools within the [specific application(s)] and/or the [specific career(s)]. Understands the technical capabilities of information technology used to deliver computer-based training in healthcare settings. This includes multimedia deliverables to be used with self-paced online learning, in-person and virtual instructor-led training, and other initiatives.

Responsibilities

• Can independently perform accurate initial prioritization of work. Works with Supv. /Mgr. to ensure appropriate prioritization of work. Appropriately escalates issues preventing progression of their work. Demonstrates initiative in escalating issues for related work efforts that could affect their assignments. Identifies opportunities to accept new work in order to maximize available productivity.
• Demonstrates initiative to lead smaller pieces of work, not yet leading larger projects. Can manage an intra-team project of small to medium size with some assistance.
• Demonstrates initiative to develop/refi ne project mgmt. skills – developing workplans, tracking responsibilities & due dates, notetaking & facilitation, identifying risks & escalation appropriately, creating timelines, etc.
• Can develop end-user & cross-team relationships with other IS teams. Demonstrates initiative to develop/refi ne skills.
• Demonstrates initiative to lead smaller pieces of work, not yet leading larger projects. Can manage an intra-team project of small tomedium size with some assistance.
• Can develop educational materials independently & lead 1:1 and small educational group sessions, showing initiative to lead tolarge group educational sessions
• Requires interaction with customers throughout the organization, including management of other departments, nursing, and medical staff .
• Demonstrates exceptional customer service and interacts effectively with all clinical & operational team members, patients, and the broader health care community
• Provide weekly remote and in-person support to users receiving training at DH locations.
• Must be available for evening, weekend, holiday, or on-call hours as needed by the department.
• Demonstrates appropriate independent decision-making and works effectively as part of a team structure.
• Maintains a broad understanding of both the organization and the health care industry. Stays at the forefront of emerging technologies, trends & best practices related to eLearning, publishing standards, adult learning, etc. to develop and deliver leading-edge computer-based training materials.
• Able to hold discussions of the concepts involved in training curriculum design, system design, workflow design, or issue investigation while not actively working with or looking at the system/ documentation, and make the technology understandable to others (e.g. end users or organizational leadership).
• Provide training and assistance to team members.
• Perform other duties as required or assigned

Qualifications

• Bachelor’s degree with five (5) years of relevant work experience or the equivalent preferred. At least five (5) years of experience (3 years with a Master’s) working in healthcare, training, or informatics is required. Education and/or experience in instructional design, curriculum delivery, adult education, teaching, or clinical experience is required. For applicable positions: Experience with Epic as an end user, trainer, or analyst is preferred.

  For applicable positions: Has vendor application certification/proficiency or earns it within 12 months of hire (i.e.

• Epic application certification). Maintains certification/proficiency in accordance with vendor requirements.

• Strong leadership, interpersonal, communication and organizational skills desired

• Project management skills are desirable

Required Licensure/Certifications

• Current Epic application certification/proficiency, or earning it within 12 months of hire, is required. Maintenance of certification/proficiency in accordance with Epic requirements is required.

Adjunct Faculty - Undergraduate Exercise Science

remote type

Remote

locations

Dallas, Texas

time type

Part time

job requisition id

JR100424

ACU is affiliated with the fellowship of Churches of Christ. This position requires the employee to be a professing Christian and to be willing to support the Christian mission of ACU.

Exempt/Part-Time Adjunct/Non-tenured Faculty

Location: Remote

The key principles of this job is to support ACU’s Mission:  Educate students for Christian service and leadership throughout the world. Reports to the Exercise Science Program Director. The position is part of the faculty team working together to support online students in their pursuits of bachelor’s degrees.

 Basic Responsibilities: Provide high-quality instruction, direction and support for students in the online classroom environment

.Essential Duties include the following. Other duties may be assigned. Reasonable accommodations may be made to enable iniduals to perform the essential functions.

 A.   Provide high-quality instruction, direction and support for students in the online classroom environment.

1.     Provide rich and timely feedback on student work, being both encouraging and constructively critical.

2.     Facilitate a range of class sizes, up to 29 students.

3.     Place students in groups on Canvas for assignments/discussions.

4.     Provide timely and helpful answers to students’ inquiries regarding course material or academic matters. 

5.     Be available for virtual meetings with students one-on-one or in group settings and hold a minimum of two office hours per week. 

6.     Facilitate and grade all assignments in a timely manner (within 24-72 hours).

7.     Enter final course grades after consultation with lead faculty and/or program director by CHHS deadline.

8.     Alert lead faculty or Program Director to any student issues. This includes performance issues (e.g. failing grades, failing to turn in assignments, etc.) and policy violation issues (e.g. plagiarism).

9.     Comply with all pertinent policies and procedures outlined in Abilene Christian University’s Handbook, Faculty Guidelines, and those specified by ACU’s College of Health and Human Services..

10. Provide feedback to the program director for program and/or course improvement.

11. Participate in faculty meetings as able.

12. Attend/complete program and CHHS faculty training and provide credentialing/records updates as required.

13.     Other duties, as assigned and directed by lead faculty and/or Program Director.

        Professional Development Requirements:

 A.   Skills

1.     Attention to detail and follow through.

2.     Time management skills.

3.     Maintain confidentiality.

4.     Computer proficiency.

5.     Excellent verbal communication, written communication, and interpersonal abilities.

6.     Provide quality instruction and support to students while maintaining academic and university standards.

7.     Ability to collaborate or work independently as the situation requires.

 B. Training Modules Required

1.     Microsoft Word, Excel

2.     Google Calendar, Mail, Sheets and Docs

3.     Canvas 

 Qualifications:

 Professional

A Master’s degree or higher from an accredited institution  in the field of exercise physiology, kinesiology, motor learning, motor behavior or related field. Examples of classes to be taught include: nutrition for exercise and sport, kinesiology, motor behavior, exercise testing, leadership and management in health, exercise physiology, and strength and conditioning.

Previous online teaching experience in higher education strongly preferred.

Computer literate in software and internet-based applications.

B. Personal

1. Strong communication skills, both written and oral.

2. Ability to view and manage role and responsibilities in relation to larger mission, goals and perspective of the university.

3. Collaborative nature, with the ability to build consensus.

4. Outstanding organizational and project management skills with the ability to consistently meet deadlines.

5. Self-motivated and solves problems, asking for input and initiating solutions as appropriate and reasonable.

6. Capacity to quickly learn new software applications.

7. Willingness to receive additional training and/or faculty mentoring.

8. Ability to demonstrate good judgment when interacting with students, other faculty and staff.

Physical Demands:

• Majority of work is performed in front of a computer and on the telephone; must have the ability to use the computer and remain stationary for long periods of time.

• Manage conversations in person, online and by telephone.

• Work well under pressure and manage stress well.

• Communicate clearly: speak, read, write, and hear clearly to perform essential functions.

Adjunct Faculty - Undergraduate Biology

remote type

Remote

locations

Dallas, Texas

time type

Part time

job requisition id

JR100423

ACU is affiliated with the fellowship of Churches of Christ. This position requires the employee to be a professing Christian and to be willing to support the Christian mission of ACU.

‌Reports to the Health and Human Performance Program Director. The position is part of the faculty team working together to support online students in their pursuits of bachelor’s degrees.

 Basic Responsibilities: Provide high-quality instruction, direction and support for students in the online classroom environment.

Essential Duties include the following. Other duties may be assigned. Reasonable accommodations may be made to enable iniduals to perform the essential functions.

 A.   Provide high-quality instruction, direction and support for students in the online classroom environment.

1.     Provide rich and timely feedback on student work, being both encouraging and constructively critical.

2.     Facilitate a range of class sizes, up to 29 students.

3.     Place students in groups on Canvas for assignments/discussions.

4.     Provide timely and helpful answers to students’ inquiries regarding course material or academic matters. 

5.     Be available for virtual meetings with students one-on-one or in group settings and hold a minimum of two office hours per week. 

6.     Facilitate and grade all assignments in a timely manner (within 24-72 hours).

7.     Enter final course grades after consultation with lead faculty and/or program director by CHHS deadline.

8.     Alert lead faculty or Program Director to any student issues. This includes performance issues (e.g. failing grades, failing to turn in assignments, etc.) and policy violation issues (e.g. plagiarism).

9.     Comply with all pertinent policies and procedures outlined in Abilene Christian University’s Handbook, Faculty Guidelines, and those specified by ACU’s College of Health and Human Services

10. Provide feedback to the program director for program and/or course improvement.

11. Participate in faculty meetings as able.

12. Attend/complete program and CHHS faculty training and provide credentialing/records updates as required.

13.     Other duties, as assigned and directed by lead faculty and/or Program Director.

        Professional Development Requirements:

A.   Skills

1.     Attention to detail and follow through.

2.     Time management skills.

3.     Maintain confidentiality.

4.     Computer proficiency.

5.     Excellent verbal communication, written communication, and interpersonal abilities.

6.     Provide quality instruction and support to students while maintaining academic and university standards.

7.     Ability to collaborate or work independently as the situation requires.

 B.  Training Modules Required

1.     Microsoft Word, Excel

2.     Google Calendar, Mail, Sheets and Docs

3.     Canvas 

 Qualifications:

Professional

• A Master’s degree or higher from an accredited institution in an area of biology or possibly human physiology. Examples of classes to be taught include: Biology - Human Perspective, General Microbiology, and Anatomy and Physiology. 

• Previous online teaching experience in higher education strongly preferred.

• Computer literate in software and internet-based applications.

 Personal

1. Strong communication skills, both written and oral.

2. Ability to view and manage role and responsibilities in relation to larger mission, goals and perspective of the university.

3. Collaborative nature, with the ability to build consensus.

4. Outstanding organizational and project management skills with the ability to consistently meet deadlines.

5. Self-motivated and solves problems, asking for input and initiating solutions as appropriate and reasonable.

6. Capacity to quickly learn new software applications.

7. Willingness to receive additional training and/or faculty mentoring.

8. Ability to demonstrate good judgment when interacting with students, other faculty and staff.

 Physical Demands:

 Majority of work is performed in front of a computer and on the telephone; must have the ability to use the computer and remain stationary for long periods of time.

Manage conversations in person, online and by telephone.

Work well under pressure and manage stress well.

Communicate clearly: speak, read, write, and hear clearly to perform essential functions.

Title: Secondary Math Teacher

- Wyoming Connections Academy

Location: Cody or Home-based United States

Job Description:

School Summary

Wyoming Connections Academy (WYCA) is a tuition-free, online public school for students in grades K-12 throughout Wyoming. WYCA is authorized under state law as a distance education program of Big Horn County School District #1, and operates under the Wyoming Switchboard Network. WYCA was founded in 2009 as Jackson Hole Connections Academy, and in 2011 became Wyoming Connections Academy. The school is operated through a contract with Connections Academy, LLC, to provide its educational program and other services. Connections Academy, a ision of Connections Education, is accredited by AdvancED, and WYCA is accredited through Big Horn County School District #1.

Wyoming Connections Academy strives to create an inclusive environment that welcomes and values the ersity of the people we serve. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity.

Position Summary and Responsibilities

Wyoming Connections Academy: From our office in Cody or from your home-office in the state of Wyoming, certified Teachers will virtually manage instructional programs. Through use of the telephone, Internet and various curriculum tools they will consult regularly with learning coaches and students to ensure that each child successfully completes their instructional program.

The Secondary Math Teacher will be responsible for the successful completion of the following tasks:

• Complete all grading, create progress reports and conduct parent conferences in a timely manner;
• Support the instructional program with asynchronous web conferencing sessions and synchronous instruction;
• Review curriculum and devise alternate approaches to presenting lessons to increase student understanding (working directly with students and parents);
• Communicate with parents, students and other teachers on a regular basis to develop and update Personal Learning Plans and schedules, score assessments, provide feedback on student work, suggest instructional approaches and strategies, monitor completion of assignments and coach special projects;
• Work collaboratively with other teachers to ensure that all students are successfully progressing through the program, that parents have a central point of contact, and that tasks are distributed among the teachers;
• Develop a general knowledge of the entire program's K-12 curriculum and a very detailed knowledge of the courses for which responsible;
• Support students and parents with alternate strategies and provide additional assistance with daily assignments and projects;
• Communicate regularly with parents, students, and curriculum specialists through use of computer and telephone;
• Keep student records and data up-to-date, including cumulative files, online student and family information, attendance accounting, and logging all student and parent contacts;
• Consult with other teachers and staff learning specialists to develop alternate enrichment activities and modifications to students' programs to increase student understanding;
• Work with other teachers to coordinate social activities and relevant field trips for students;
• Manage regional field trips and make efforts to integrate trips into the curriculum;
• Devise and implement virtual methods of creating and maintaining a "school community";
• Participate in the organization and administration of the State Testing, as directed;
• Participate in student recruiting sessions and other marketing efforts that require teacher representation;
• Work with Advisory Teachers and School Counselors to ensure students and families are receiving appropriate communications, students are making adequate progress and established goals are being met;
• Attend field trips and other community activities implemented for families; and
• Other duties as assigned.

Requirements

• Highly qualified and certified to teach 6-12 Math in Wyoming with preference given to teachers with dual certifications.
• Strong technology skills (especially with Microsoft OS and Google Suite)
• Excellent communication skills, both oral and written
• Customer focused approach
• High degree of flexibility
• Demonstrated ability to work well in fast paced environment
• Team player track record
• Willingness to travel on occasion for marketing and state testing events (may require occasional overnight travel)
• Ability to work some occasional evening hours, as needed to support some families
• Must be able to use a personal electronic device and email address for 2-step authentication

Compensation Package

• Starting Salary with a Bachelor's: $46,000+ (varies based on education and experience)
• Annual merit increase
• Work-from-home opportunities
• Big Horn County School District #1 comprehensive, competitive, and affordable medical, vision, and dental benefits
• Additional district-paid and voluntary benefits
• Tuition reimbursement up to $5,250 per calendar year
• Career advancement opportunities

Title: Adjunct Spanish Certified Teacher (AR, MI, OR, TX, WY)

Location: Home-based United States

Part-time

Job Description:

Company Summary

At Pearson, we're committed to a world that's always learning and to our talented team who makes it all possible. From bringing lectures vividly to life to turning textbooks into laptop lessons, we are always reexamining the way people learn best, whether it's one child in our own backyard or an education community across the globe. We are bold thinkers and standout innovators who motivate each other to explore new frontiers in an environment that supports and inspires us to always be better. By pushing the boundaries of technology-and each other to surpass these boundaries-we create seeds of learning that become the catalyst for the world's innovations, personal and global, large and small.

Pearson Virtual Schools' K-12 group provides high-quality, highly accountable online education solutions to schools, school districts and students in grades K-12. It serves families and schools with a variety of digital learning and online school solutions including Connections Academy, International Connections Academy, and Pearson Connexus. In 2017, it delivered online learning to over 400,000 students in the U.S. and 48 countries. The group, formerly known as Connections Education, is based in Columbia, Maryland and has been named a "Top Workplace" by the Baltimore Sun for three consecutive years and a "Best Place to Work" by Baltimore magazine. Recognized for its outstanding curriculum, high-quality teachers and leadership, Pearson Virtual Schools is committed to expanding quality education through technology, and helping students achieve both academic and personal success.

Position Summary

Accepting applications for the 2025-2026 school year. Our state certified virtual teachers manage online instructional programs for students around the country and across the globe. Teachers communicate regularly with students to ensure that each student successfully completes their instructional program. This is a work from home position. Compensation will be based on the specific course workload and number of enrolled students. Adjunct teachers are not provided with computer equipment but must have a reliable Internet connection.

Primary Responsibilities:

The Adjunct Spanish Teacher will be responsible for the successful completion of the following tasks:

• Support the instructional program with synchronous and asynchronous web conferencing sessions using Adobe Connect;
• Complete all grading by providing prompt, high-quality, personalized feedback on assignments;
• Communicate with students, and other teachers on a regular basis to update pacing plans/schedules for students as required;
• Use data to monitor successful completion of assignments and facilitate appropriate interactions with students that encourage consistent interaction with the course(s);
• Review curriculum and determine course modifications that will promote student achievement for those requiring accommodations through IEPs or 504 plans;
• Consult with team members and administrators to develop alternate enrichment activities and lesson modifications to increase student understanding and promote success for struggling or at-risk students through differentiation;
• Develop a general knowledge of the curriculum and a detailed knowledge of the courses for which you are responsible;
• Communicate regularly with students, using phone, Chat and our WebMail system;
• Adhere to all policies regarding protecting students' well-being and personal information, including following FERPA and Copyright & Fair Use laws;
• Keep student performance and information up-to-date by grading assessments in a timely manner, and logging all student and parent contacts;
• Utilize a variety of communication tools in the online environment to effectively build relationships and promote student success with students, teachers, colleagues, and other stakeholders;
• Foster community and use a welcoming, warm online voice that is inviting and supportive towards students and families;
• Other duties as assigned.

Pearson Virtual Schools is focused on providing a flexible work environment to its employees, including the ability to work from home on a regular basis in most positions. We believe that flexibility in work/life balance is a critical part of our culture and employee satisfaction, and we are proud to provide to our employees the ability to work from anywhere, anytime. In exchange, we require that employees have the appropriate means to work remotely, including adherence to our work at home policies regarding home office setup, including but not limited to privacy of records, technology standards, equipment standards and expectations.

The following equipment will need to be provided by you, as a part-time employee:

• Computer (mouse, keyboard, webcam, microphone/speakers and/or headset), reliable high speed internet, and phone
• You must be able to adhere to our Connectivity Requirements.

Requirements

• Any valid Spanish Teaching Certification in any of the following: (AR, MI, OR, TX, WY)

• Bachelor's degree

• Must have completed traditional teacher preparation program (not alternative certification) at an accredited college or university

• Ability to obtain certification in other states as requested

• Log in daily to ensure emails, WebMail messages, and phone calls are returned within 24 hours

• Provide feedback to students in a timely manner and grade assessments within the required timeframe

• Attend check-in meetings with your supervisor twice per month (or as scheduled)

• Adjunct teachers can expect to work up to 20 hours per week, including regular office hours (minimum of 3 hours per week), grading assessments, and hosting synchronous online sessions for each course assigned

• Adherence to expectations for Adjunct Teachers, as directed

• Ability to work some occasional evening hours, as needed, to support some families

• Must be able to use a personal electronic device and an email address for two-step authentication

Capabilities:

• Demonstrated ability to work well in fast-paced environment that requires significant flexibility, effective prioritization of tasks, self-direction, and creativity
• Understanding of IEP/504 plans and how they can be implemented in a virtual setting
• Strong technology skills (proficiency with Microsoft Office programs or Google Apps is preferred)
• Excellent verbal and written communication skills
• Excellent attention to detail and strong time management and organizational skills
• Customer focused approach and commitment to student achievement
• Able to adhere to Connectivity Requirements

Note: The anticipated starting salary for Colorado-based iniduals expressing interest in this position begins at $900 per year. Adjunct Teaching position will not be eligible for benefits.

Title: Veterinary Criticalist

Location: San Francisco United States

Job Description:

Job Description

SAGE Veterinary Center in San Francisco is seeking a full-time residency trained or board-certified Veterinary Criticalist to join our outstanding team!

Our culture Our positive and collaborative culture is palpable throughout our unique hospital. This translates into delivering exceptional medicine, patient care, and client service. We are committed to the growth and welfare of all our colleagues and are excited to explore our Critical care position with you!

The role: This position will be a hybrid of hospitalist/inpatient shifts with some receiving to meet our current model. Additionally our robust internship program provides a great opportunity for Criticalists to teach and capture some revenue from supervising interns seeing cases. Opportunities also exist for Criticalists with ancillary skills like endoscopy and basic emergency surgery to practice in these spaces.

Our team includes specialists in medical oncology, cardiology, internal medicine, neurology, surgery, radiology, anesthesia, critical care and an experienced ER team including multiple internship trained emergency doctors. Our support staff includes a highly trained team of RVT's including a VTS in ECC as well as a specialty-specific CSR for each service. Our hospital includes a fully equipped ICU, three modern surgical suites with minimally invasive surgery capabilities, C-arm, an EEG/EMG unit, as well as on-site CT and a GE Signa 1.5T MRI.

Our location We are located in the Mission District, a vibrant mix of residential, workplace, dining, and retail spaces. We are within walking distance from the beautiful and eclectic Mission Dolores Park where residents and their pets amass every weekend to soak up the views, vibes, and sunshine. We share the neighborhood and foster close ties with multiple pet boarding facilities, the city's busiest primary care and animal shelter practice, a senior dog rescue, and the animal care and control department. The city is a recreation paradise featuring easy access to biking, hiking, surfing, and countless adventures. We are within day-trip driving distance to Lake Tahoe, Yosemite National Park, the Napa/Sonoma wine regions, and the breathtaking California coast.

Compensation: Salary and Benefits: The salary range for this position is between $225,000 and $250,000 depending on experience and credentials. Additionally we offer a sign-on bonus, relocation assistance, medical, dental, vision, FSA, HSA, life, long-term and short-term disability income protection, voluntary accident, critical illness, hospital indemnity, professional liability insurance, 401(k) with match, continuing education, professional development and more!

Ethos Veterinary Health offers a comprehensive benefits program including medical, dental, vision, a 401k with employer match, and paid time off (including sick time) for all eligible employees. The team can provide more information about compensation and benefits for your specific location during the process. For positions based in Colorado, EVH provides eligible employees with paid sick and safe leave and public health emergency leave in accordance with the requirements of Colorado's Healthy Families and Workplaces Act.

Ethos Veterinary Health is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information. Pursuant to the San Francisco Fair Chance Ordinance, Los Angeles Fair Chance Initiative for Hiring Ordinance, and any other state or local hiring regulations, we will consider for employment any qualified applicant, including those with arrest and conviction records, in a manner consistent with the applicable regulation.

Title: Nursing Instructor - Stockton, CA

Location: Stockton, CA, USA

Job Description:

Kaplan North America, the world leader in test preparation, is currently looking for outgoing Master's prepared nurses who are passionate about helping new nursing graduates succeed on the NCLEX exam. Kaplan is a great place to work if you're seeking a challenging and fulfilling PRN job with optional benefits. Teachers receive paid training and ongoing support to build their teaching, presenting, and mentoring skills.

This is a fantastic opportunity to join an industry leading company and really make a difference! With Kaplan you will build your resume and expand your professional network, all while positively impacting the lives of local nursing students.

KEY RESPONSIBILITIES:

In addition to classroom instruction, Kaplan offers the opportunity to further support students through our virtual Kaplan Learning Integrated Coaching (KLIC) program. As a KLIC Coach, you will provide inidualized guidance via email based on student progress through Kaplan materials. This is a separate, but related, role.

ACADEMIC AND CLINICAL QUALIFICATIONS:

WHY SHOULD YOU BE INTERESTED?

Diversity & Inclusion Statement:

Kaplan is committed to cultivating an inclusive workplace that values ersity, promotes equity, and integrates inclusivity into all aspects of our operations. We are an equal opportunity employer and all qualified applicants will receive consideration for employment regardless of age, race, creed, color, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability, veteran status, nationality, or sex. We believe that ersity strengthens our organization, fuels innovation, and improves our ability to serve our students, customers, and communities.

Title: Culturally and Linguistically Diverse Education (CLDE) Specialist - Non-Classified

Location: Denver United States

Salary

$66,000.00 - $75,000.00 Annually

Location 

Denver Metro, CO

Job Type

Full Time

Job Number

01711-SnrCnslt-SL-020226

Department

Department of Education

Division

Student Learning

FLSA

Determined by Position

Primary Physical Work Address

Downtown/Denver Metro/Eligible for a hybrid (office/remote) work environment.***

FLSA Status

Exempt; position is not eligible for overtime compensation.

Department Contact Information

[email protected]

Job Description:

This position is not part of the classified personnel system; applications will be accepted from Residents and Non-Residents of Colorado.

Incumbent will be required to live in and complete work for CDE within Colorado.

Colorado Department of Education - What We Do 

The Colorado Department of Education (CDE) provides leadership, resources, support, and accountability to the state's 178 school districts, 1,888 schools, over 53,000 teachers, and over 3,200 administrators to help them build capacity to meet the needs of the state's approximately 905,000 public school students. In addition, CDE provides structural and administrative support to the Colorado School for the Deaf and the Blind and the Charter School Institute.

As the administrative arm of the State Board of Education, CDE is responsible for implementing state and federal education laws, disbursing state and federal funds, holding schools and districts accountable for performance, licensing all educators, and providing public transparency of performance and financial data.

CDE is a values-based agency that serves students, parents, and the general public by protecting public trust through ensuring adherence to laws, strong stewardship of public funds, and accountability for student performance.

CDE strives to incorporate five core values that we uphold in our work internally and externally.   If you come to CDE, be prepared to incorporate Integrity, Equity, Accountability, Trust, and commitment to Service in what you do.

Why Work For CDE

The work we do is rewarding and impacts the students, families, educators, and communities across Colorado. Our leadership also promotes a culture that puts families and self-care as a priority. Along with meaningful work and an environment that puts employees first, the state also offers rich benefits that intend to make us an Employer of Choice!

The following is a summary of the benefits we offer:

• Flexible work schedules and flexible workplace options that may include flexible working hours, working from home, working in the office, and/or a hybrid working environment.
• Premier medical, dental, vision, and dependent life insurance options. All with a generous employer contribution keeping employee costs as low as possible.
• Employer-paid short-term disability and life insurance.
• Up to 160 hours of Paid Family Medical Leave (PFML).
• 11 paid holidays per year.
• Competitive vacation and sick leave accruals.
• Retirement through the Public Employees Retirement Association (PERA) www.copera.org.
• Employer-paid RTD Eco Pass (certain restrictions may apply).
• Paid professional development opportunities.

A wide salary range is posted for this position, and any job offer is based upon a salary analysis to comply with the Colorado Equal Pay for Equal Work Act. The salary analysis considers relevant experience, education, certifications, and state seniority relative to others performing substantially similar work. While most salary offers are made within the posted range, occasionally an offer is made below or above the posted range based upon this salary analysis.

The State of Colorado strives to create a Colorado for All by building and maintaining workplaces that value and respect all Coloradans through a commitment to equal opportunity and hiring based on merit and fitness. The State is resolute in non-discriminatory practices in everything we do, including hiring, employment, and advancement opportunities.Work Environment:

This position is Full-time, federally funded (funding is expected to continue indefinitely unless otherwise indicated in this posting), and is Hybrid (Remote/Home Office with a requirement to report to Work location per business needs).

• Extended hours during the evening or the weekend may be required by business needs.
• Ability to travel 25% of the time and up to 50% at certain times of the year within the State of Colorado for Meetings/Training.
• A Remote (Home) office is required.
• Required to report to the work location per business needs.
• Essential Functions (ADAAA)
• Light/Office environment- Exert up to 20 lbs. of force occasionally, and/or up to 10 lbs. of force frequently, and/or a negligible amount of force constantly to move objects. Physical demands exceed those of Sedentary work. Light work usually requires walking or standing for a significant portion of the time (while traveling or providing technical assistance).
• Driver's License required to complete travel requirements.

Position Summary:

This position provides local education agencies (LEAs) with on-site and regional professional development and technical assistance to ensure compliance with state and federal requirements related to the education of Multilingual learners (MLs). The role will design, deliver, and evaluate professional learning opportunities that enhance educator and leader capacity to support multilingual learners in secondary schools. This position will coordinate guidance and resources to assist districts and schools in developing, implementing, and evaluating effective English language development (ELD) programs that promote language proficiency and academic achievement for Multilingual Learners (MLs).

Major Duties and Responsibilities:

1. Serve as a content expert providing consultation and targeted support to secondary schools and districts in the development, implementation, evaluation, and sustainability of effective English Language Development (ELD) within Language Instruction Education Programs (LIEPs).

2. Lead collaboration with the CDE's Office of Multi-Tiered System of Supports (MTSS) to build and refine statewide guidance, professional development, and implementation supports that ensure multilingual learners (MLs) are meaningfully included in MTSS frameworks. Develop and disseminate resources, training, and technical assistance (TA) that align MTSS tiers of support with the needs of MLs, integrate culturally and linguistically responsive practices, and promote data-driven decision-making and continuous improvement across district and school systems.

3. Design and deliver high-quality professional development across the state, in alignment with priorities established by the Office of Culturally and Linguistically Diverse Education (CLDE).

4. Design and provide technical assistance to local school districts in the development of effective program structures and Language Instruction Education Program (LIEP) development to support MLs' academic growth, English language development, and ensure MLs are provided access to grade-level content by providing effective strategies and linguistic scaffolds and supports in all classrooms.

5. Maintain an open communication channel with the community and other CDE entities and collaborate with other CDE offices as well as stakeholders to meet the challenges and opportunities of MLs.

6. Guides LEAs in the effective use and implementation of Office of CLDE data, resources, and guidance, including but not limited to the Guidebook on Designing, Delivering, and Evaluating Programming for MLs, CLDE website, CLDE-issued guidance and procedures, and the ML Data Tool.

7. Prioritize and actively work with schools and districts with high numbers of MLs by providing technical assistance, professional development, consultation, or support on areas of challenge in their Language Instruction Education Program (LIEP).

8. Guide and support schools and districts to come into or maintain compliance with Federal and State statutes as they relate to and include MLs.

9. Serve as a collaborative team member with CDE to support LEAs identified and selected under Holistic and Targeted supports to make significant steps in improving systems to address MLs and LIEP programming.

10. Collaborate with the Exceptional Student Services Unit (ESSU) to support district and school leaders in meeting the challenges and opportunities of MLs identified with learning disabilities and as a gifted learner.

11. To meet the erse needs of the CDE community, prepare documents that meet the accessibility requirements and obligations of all Colorado state agencies.

MINIMUM EDUCATION  AND EXPERIENCE  REQUIREMENTS: 

Experience Only:

• Nine (9) years of professional experience in work related to culturally and linguistically erse education, including but not limited to Multilingual Learners (MLs), English Language Learners (ELLs), Limited English Proficient (LEP), or Non-English Proficient (NEP) students, approaches, programs, methods, assessments, and strategies.

Education and Experience:

• Bachelor's degree from an accredited college or university in Culturally and Linguistically Diverse Education (CLDE), or a related field.

• OR an advanced degree or demonstrated work towards completing an advanced degree related to culturally and linguistically erse education. 

• AND at least 5 years of experience in providing support and guidance to districts and schools related to the education and focus of Multilingual Learners (MLs)

QUALIFICATIONS AND CONDITIONS: 

Qualifications for Success in the Position: 

• At least 5 years of experience in providing support and guidance to districts and schools related to the education and focus of Multilingual Learners (MLs)

• Demonstrated experience coaching and/or developing and leading professional development at a school/district level.

• Demonstrated experience with school and district improvement efforts, preferred.

• Knowledge of State and Federal laws and policies, as they relate to the education of MLs.

• Exceptional organizational skills, including the ability to multitask, balance competing priorities, and track and meet deadlines.

• Ability to handle multiple projects simultaneously.

• Proficiency in Microsoft Office Suite (Word, Excel, etc.)

• Strong work ethic, attention to detail, and accuracy.

• Strong attention to detail (proofing work, spelling, grammar, formatting, etc.).

• Demonstrated ability to effectively balance quality of work and productivity expectations.

• Demonstrated ability to effectively collaborate with internal and external customers (e.g. school districts, other CDE units).

• Demonstrated ability to prioritize and organize work to accommodate and meet the changing needs of the department and meet deadlines.

• Demonstrated ability to take initiative and exhibit a proactive approach to work.

• Demonstrated ability to identify problems and recommend solutions prior to the standard being jeopardized.

• Demonstrated ability to work independently, as well as on a team.

• Ability and willingness to travel.

Preferred Qualifications:

• CLD or CLD Bilingual endorsement, preferred.

Conditions of Employment (Required):

• Must be willing and able to submit to the pre-screening process and pass a background check.

• Ability and willingness to independently determine, obtain means, and complete required travel (25% of the time and up to 50% at certain times of the year)

• Work extended schedule per business needs.

• Report to work location per business needs.

• Valid Driver's License Required: Required to safely operate a motor vehicle to complete travel requirements.

• Sign the acknowledgment form that this position is funded through federal funds and subject to availability.

Complete Applications must include:

• Completed Online Application: Required - Submitted through our ATS.
• Cover Letter: Required - Attach to Application
• Resume: Required - Attach to Application
• Transcript: Required if using education to meet MQs - Attached to the online application and meeting requirements as described under "College Transcripts".

FOR CURRENT OR FORMER EMPLOYEES OF THE STATE OF COLORADO:

Per the requirements of the Step Pay Program implemented on July 1, 2024, any State employee must be paid a rate that is equal to or greater than the appropriate step pay rate within their classification's pay range based on completed years in their current class series as of June 30. All current and former State employees must ensure that your entire work history within the State Classified System, including at Institutions of Higher Education, is indicated in your application so that your time-in-series can be calculated accurately. 

Email Address:

All correspondence regarding your status in the selection/examination process will be conducted via email.  Include a working email address on your application; one that is checked often as time-sensitive correspondence such as exam information or notification will take place via email.  Please set up your e-mail to accept messages from "state.co.us" and "[email protected]" addresses. It is your responsibility to ensure that your email will accept these notices and/or review your junk mail and spam-filtered email.

Equity, Diversity, and Inclusion (EDI) and Equal Employment Opportunity

The State of Colorado believes that equity, ersity, and inclusion drive our success, and we encourage candidates from all identities, backgrounds, and abilities to apply. The State of Colorado is an equal opportunity employer committed to building inclusive, innovative work environments with employees who reflect our communities and enthusiastically serve them. Therefore, in all aspects of the employment process, we provide employment opportunities to all qualified applicants without regard to race, color, religion, sex, disability, age, sexual orientation, gender identity or expression, pregnancy, a medical condition related to pregnancy, creed, ancestry, national origin, marital status, genetic information, or military status (with preference given to military veterans), or any other protected status in accordance with applicable law.

The Colorado Department of Education is committed to the full inclusion of all qualified iniduals. As part of this commitment, our agency will assist iniduals who have a disability with any reasonable accommodation requests related to employment, including completing the application process, interviewing, completing any pre-employment testing, participating in the employee selection process, and/or performing essential job functions where the requested accommodation does not impose an undue hardship. If you have a disability and require reasonable accommodation to ensure you have a positive experience applying or interviewing for this position, please direct your inquiries to [email protected].

Title: German Language Specialist

Location: United States of America

Job Description:

Are you a German language expert eager to shape the future of AI? Large‑scale language models are evolving from clever chatbots into powerful engines of linguistic discovery. With high‑quality training data, tomorrow’s AI can democratize world‑class education, keep pace with cutting‑edge research, and streamline communication for German speakers everywhere. That training data begins with you—we need your expertise to help power the next generation of AI.

We’re looking for German language specialists who live and breathe German grammar, syntax, morphology, phonology, semantics, and pragmatics. You’ll challenge advanced language models on topics like verb conjugation, case system (nominative, accusative, dative, genitive), word order, declensions, gender, and stylistic variation—documenting every failure mode so we can harden model reasoning.

On a typical day, you will converse with the model on language scenarios, verify factual accuracy and logical soundness, capture reproducible error traces, and suggest improvements to our prompt engineering and evaluation metrics.

A master’s or PhD in German language, linguistics, or a closely related field is ideal; peer‑reviewed publications, teaching experience, or hands-on linguistic analysis projects signal fit. Clear, metacognitive communication—“showing your work”—is essential.

Ready to turn your German language expertise into the knowledge base for tomorrow’s AI? Apply today and start teaching the model that will teach the world.

We offer a pay range of $6-to- $65 per hour, with the exact rate determined after evaluating your experience, expertise, and geographic location. Final offer amounts may vary from the pay range listed above. As a contractor you’ll supply a secure computer and high‑speed internet; company‑sponsored benefits such as health insurance and PTO do not apply.

Project Technical Requirement (Device): This project is limited to supported Android device models due to client and system compatibility requirements. You must have an eligible device in-hand and will be required to verify your device before engaging on the project.

Title: Instructor of Applied Behavior Analysis

locations

Remote Home Office

Florida Tech Main Campus Melbourne

time type

Full time

job requisition id

R8312

Job Description:

The Instructor of Applied Behavior Analysis will work directly with the ABA Online program to support students’ success and instructor management within the program, including certificate and master’s programs. The instructor will conduct synchronous online instructional meetings, and facilitate student learning via student engagement and discussion. They will also provide substitute coverage for ABA Online instructors who must miss a scheduled class meeting due to an unforseen emergency and when other coverage options are not possible. Instructors will also assist Lead Instructors with course management, conduct reviews of proctoring software, and support future mentor and advising initiatives for student success. Flexible scheduling, including working evenings and weekends, may be required.

• Teach assigned sections (up to 40 credit hours of instruction) for the ABA Online program. This includes conducting all online meetings as scheduled and ensuring they start and end on time; preparing teaching materials; promoting student engagement; responding to student messages; entering student attendance; and monitoring student progress. Provide support in class coverage when a substitute instructor is needed, when availability and previous training in the course material align.
• Provide academic support for lead instructors and students. Respond to student and instructor questions and escalated issues, assist with grading tasks, and review proctored assessment recordings. Monitor and respond to student questions on the course discussion board. Conduct open office hours and/or exam review sessions for students, supervise student mentoring by doctoral students or senior master's students
• Support other faculty members in tasks related to obtaining and maintaining accreditation of the ABA Online program. 
• Work remotely, including evenings and weekends, and attend on-campus meetings up to 6 times per year.

Minimum Qualifications:

Maintain certification as a Board Certified Behavior Analyst (BCBA) or Board Certified Behavior Analyst-Doctoral Level (BCBA-D) in good standing.

Master's degree in behavior analysis or related field.  

University teaching experience.

Desired Qualifications:

Annual Security & Fire Safety Report

The federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) requires colleges and universities, both public and private, participating in federal student aid programs to disclose campus safety information, and imposes certain basic requirements for handling incidents of sexual violence and emergency situations.

Florida Tech’s 2025 Annual Security and Fire Safety Report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Florida Tech; and on public property within, or immediately adjacent to and accessible from, the campus.

The numbers provided include crime statistics that were reported to local law enforcement agencies, campus security and other Campus Security Authorities.

The report also includes institutional policy statements regarding campus safety and security measures; descriptions of prevention and awareness programs; related university procedures and important guidance; and other essential safety information.

Official Transcripts

Official transcripts of all collegiate work must be sent directly from the attended institution to the Office of Human Resources prior to the first day of employment. All international degrees must have a course-by-course official evaluation and translation sent to the Human Resources Office directly from an evaluation company affiliated with the National Association of Credential Evaluation Services, Inc. (NACES).

Title: Postdoctoral Research Associate of Anthropology

Location: William & Mary

Job Description:

Job Requisition:

JR101412 Postdoctoral Research Associate of Anthropology (North American Archaeology) (Open)

Department:

CC00125 WM001 | PROV | Anthropology Dept

Job Family:

Faculty - Postdoctoral Research Associate (12 months)

Worker Sub-Type:

Fixed Term (requires end date - benefited) (Fixed Term)

Job Requisition Primary Location:

Ewell Hall

Primary Job Posting Location:

William & Mary

Job Description Summary:

The Department of Anthropology at William & Mary, a public university of the Commonwealth of Virginia, seeks applications for a 2 year, non-tenure track 9-month postdoctoral research fellow position that will begin August 10, 2026.

We seek an inidual with expertise in North American archaeology. Experience working with Indigenous North American artifacts and collections, with specialized expertise in the US Southeast, is preferred.

This position is intended to support collections-based research in the William & Mary Department of Anthropology. Duties include teaching two courses per year in North American archaeology or collections-based research; assisting with the management of the William & Mary Anthropology Collections Lab; and developing and implementing collections-based research projects using William & Mary archaeology collections, along with mentoring student research projects.

Job Description:

Required Qualifications:

• Ph.D. in Anthropology.

• Experience teaching and/or researching North American archaeology or collections-based research.

• Ability to teach other lecture and seminar-style courses, and to contribute to student mentoring.

• Ability to contribute to collections-based research and lab management.

Preferred Qualifications:

• Experience working with Indigenous North American artifacts and collections, with specialized expertise in the US Southeast.

• Proven track record of community-based research with North American Indigenous communities.

• Experience working with archaeological legacy collections and associated archival materials.

• Experience cataloging and analyzing artifacts.

• Experience using Collections Management software.

• Experience conducting public engagement.

• Familiarity with ArcGIS, Adobe Photoshop, and/or Adobe Illustrator.

Conditions of Employment:

• This position may require additional hours beyond the typical work week, including occasional overnight and weekend work as needed to meet the business needs of the operation. 

• This is a restricted position, subject to the term in which it is assigned and hired.

All applications must consist of the following materials for full consideration; (Please note: No more than 5 inidual documents may be uploaded into the upload field provided. Each inidual file must not exceed a size limit of 5MB. if necessary, candidates can compress multiple files into inidual zip files for upload):

• Curriculum vitae

• Cover letter

• A statement of research interests and teaching interests

• [Optional] A reference page with the contact information (including names, email addresses, and phone numbers) for three references.

Applicants are encouraged to reflect on mentoring practices that advance academic excellence and success of all learners/scholars in Anthropology in any of the aforementioned required documents. 

Candidates who reach the Zoom interview stage will be prompted to submit online the names and email addresses of three references who will be contacted by the system with instructions for how to submit a letter of reference.

For full consideration, submit application materials by the initial review date, April 2, 2026. Applications received after the initial review date will be considered if needed. All required supplemental application materials mentioned above must be clearly identified and included with your application for full consideration. Review of applications is ongoing. Applications received after the initial review date will be considered if needed.

Benefits

William & Mary offers our full-time employees a full array of benefits including retirement, health insurance with options for expanded dental and vision along with group and optional life insurance with coverage for spouse and children, flexible spending accounts, and an EAP (Employee Assistance Program).

Our employees enjoy additional university benefits such as educational assistance, professional development, wellness benefits, and a robust holiday schedule. All employees have access to fitness facilities on campus. Staff members also have access to the university libraries, and much more. 

EEO is the Law.  Applicants can learn more about William & Mary’s status as an equal opportunity employer by viewing the "Know Your Rights" poster published by the U.S. Equal Employment Opportunity Commission. https://www.eeoc.gov/know-your-rights-workplace-discrimination-illegal. William & Mary conducts background checks on applicants being considered for employment.

Additional Job Description:

Job Profile:

JP0518 - Postdoctoral Research Associate (12 months) - Exempt - Salary - S99

Qualifications:

Compensation Grade:

S99

Position Restrictions:

Restricted Term

EEO is the Law.  Applicants can learn more about William & Mary’s status as an equal opportunity employer by viewing the "Know Your Rights" poster published by the U.S. Equal Employment Opportunity Commission. 

Background Check: William & Mary is committed to providing a safe campus community. W&M conducts background investigations for applicants being considered for employment. Background investigations include reference checks, a criminal history record check, and when appropriate, a financial (credit) report or driving history check. 

Remote Work Disclaimer: Remote work eligibility is not guaranteed and is subject to approval. Employee eligibility depends on the likelihood of the employee succeeding in a remote work arrangement and the supervisor’s ability to manage remote workers. Departments and/or Human Resources may amend, alter, change, delete, or modify eligibility.

Title: Associate Director, University Studies, Transition Programs

Location: Other United States

Job Description:

Department: Academic Affairs

Classification: Professional Faculty

Job Category: Administrative or Professional Faculty

Job Type: Full-Time

Work Schedule: Full-time (1.0 FTE, 40 hrs/wk)

Location: Fairfax, VA

Workplace Type: Hybrid Eligible

Sponsorship Eligibility: Not eligible for visa sponsorship

Salary: Salary commensurate with education and experience

Criminal Background Check: Yes

About the Department:

The Office of the Provost is the primary central administrative unit for the university's academic programs. Its range of interests include curriculum, instructional personnel, assessment, accreditation, international initiatives, and oversight of the overall academic mission. Within the Office of the Provost, the Office of Undergraduate Education manages undergraduate academic programs that stretch across all colleges and schools at George Mason University. These include university-level curriculum approval, general education (Mason Core), University Studies programs, the Office of Academic Advising, and Mason Impact initiatives that support transformational learning for undergraduate students, including the Office of Student Creative Activities and Research (OSCAR), Office of Community Engagement and Civic Learning (CECiL), and Office of Fellowships. In all of our work, we seek to inspire undergraduate students to become engaged citizens and well-rounded scholars who are prepared to act in a erse, global world, by creating and sustaining innovative programs that enhance our students' academic experience and contribute to their academic success. We are dedicated to ensuring that students from all backgrounds have equal access to all of our programs.

About the Position:

The Associate Director, University Studies, Transition Programs oversees the design, implementation, and continuous improvement of the Transition to Mason courses (e.g., UNIV 100/108/150/300) to enhance student success. This involves creating and updating curriculum content, managing day-to-day course operations, administering faculty and peer advisor training programs, developing campus partnerships, leading marketing efforts to boost course registration, and assessing curriculum effectiveness and enrollment trends. The role also includes supervising staff and ensuring compliance with university accreditation requirements.

Responsibilities:

• Collaborates with the University Studies Leadership Team to assess, strategize, and improve the overall operation of the University Studies program;
• Consults with the leadership team and contribute to program decisions;
• Supports tasks such as interviewing new adjunct faculty and attending functions, scheduling, and reviewing program mission and vision;
• Oversees the course design for Transition to Mason courses: UNIV 100/108/150/300: Identify, create and update curriculum content informed by data, emerging trends, and best practices to enhance student success;
• Designs student learning outcomes at both programmatic and modular levels;
• Develops engaging curricular content and tools that incorporate active learning principles to boost student learning;
• Designs syllabi, how-to guides and other faculty resources for the successful implementation of the curriculum;
• Manages the day-to-day activities of the Transition to Mason courses: Serve as main point of contact for any student or course related issues;
• Ensures programmatic compliance with university accreditation requirements;
• Supervises the Graduate Professional Assistants for Faculty and Curriculum and for the Peer Advisor Program;
• Supervises the Training and Recruitment Specialist;
• Leads marketing efforts to boost registration in University Studies classes;
• Oversees the administration of Faculty Training and Recruitment, and the Peer Advisor Program: Conduct faculty observations according to a predetermined annual schedule;
• Provides instructors feedback and mentorship on classroom management and teaching techniques;
• Provides direction and support regarding the recruitment, selection and training of the UNIV 100/108/150 faculty;
• Provides direction and support regarding the recruitment, selection and training of Peer Advisors;
• Develops and maintains campus partnerships: Collaborate with stakeholders across the university engaged in programming for first-year and new transfer students;
• Serves on committees to represent University Studies;
• Explores new course offerings in collaboration with campus partners to address student needs;
• Engages in campus opportunities to boost the visibility of University Studies as the main hub for George Mason's college transition courses;
• Oversees assessment of curriculum effectiveness and enrollment trends for UNIV courses: Design and administer student surveys to assess the effectiveness of the UNIV courses against pre-determined outcomes;
• Designs and administers faculty surveys to assess the effectiveness of the curriculum;
• Makes adjustments based on feedback from both students and faculty;
• Conducts data analysis for annual enrollment and trends over time; and
• Other duties as assigned.

Required Qualifications:

• Advanced Degree in a related field or an equivalent combination of related education and experience;
• Some experience with programming in a higher education setting;
• Some experience with programmatic assessment;
• Some experience with the creation of curriculum based on pedagogical principles;
• Some experience in managing a team of professional and student employees;
• Knowledge of assessment practices;
• Knowledge of the essential elements of creating a course curriculum;
• Knowledge of university transition program;
• Skill with a learning management system;
• Ability to manage a team of faculty and students; and
• Ability to analyze data.

Preferred Qualifications:

• Considerable experience with university transition programs;
• Considerable experience with creating or implementing university curriculum;
• Some experience in creating and analyzing programmatic assessment;
• Some experience in recruiting and mentoring adjunct faculty and students;
• Some experience in leading an educational program;
• Knowledge of the creation of university level course curriculum;
• Knowledge of programmatic assessment of an educational program;
• Knowledge of active learning pedagogy;
• Knowledge of the pedagogy of peer leader training;
• Skill in creating reports from assessments and data; and
• Skill in managing a program in higher education.

Instructions to Applicants:

For full consideration, applicants must apply for Associate Director, University Studies, Transition Programs at https://jobs.gmu.edu/. Complete and submit the online application to include three professional references with contact information, and provide a Cover Letter/Letter of Intent with Resume for review.

Open Until Filled: Yes

Program Leader

Location: Van Nuys United States

Status: Part-Time

Pay Rate: $23/hour

Job Description:

Overview

Job Title: Program LeaderStatus: Part-Time Pay Rate: $23/hour Program Leaders work with an assigned group of students, student to staff ratio is contingent upon CDC guidelines. This is a part time, in-person position in districts and school site locations throughout California. Program Leaders act as a positive adult role model, coach, and mentor. Program Leaders must have a genuine interest in the growth, development, and provision of a safe and nurturing environment for the students they teach. A Program Leader's ability to establish authority and connections through leadership, communication, and most importantly patience, will be required in giving our students the stability and nurturing atmosphere they need to succeed. Ensuring that Think Together students reach their potential takes a tremendous amount of hard work, flexibility, and commitment.

Responsibilities:

• Lead a group of students in an in-person setting, maintaining high standards for behavior and safety by implementing the Think Together four core agreements:

• Be safe. o Be respectful. o Be responsible. o Have fun.

• Serve as a positive adult role model for children in the program through appropriate dress, speech, and attitude.

• Create an engaging environment that fosters a sense of belonging that kids want to be in.

• Support students in making positive behavior choices and take disciplinary measures when appropriate.

• Identify student needs and communicate to Site Program Manager, teachers, school administration and parents, as appropriate.

• Participate in staff development

In Person Learning:

• Provide homework assistance, academic enrichment and physical activity using curriculum and materials provided by the program. • Work directly with a group of 20-25 students in a classroom setting, implementing classroom and behavior management strategies.• Assist daily with snack preparation, serving and clean up. • Assist in set up, break down, and ongoing maintenance to keep the school or community site clean and orderly. • Maintain student safety by taking roll and reviewing sign-in/sign-outs for students activities.

Qualifications & Requirements:

• High School Diploma or G.E.D. Required. • District-specific - 48 semester/60 quarter units and/or pass a pre-employment test. • Ability to speak and write Standard English appropriate in a public-school setting.
• Must pass Live Scan (criminal background check via fingerprinting) • Provide negative TB Test dated within the last 3 years. • At least six months experience working with a group of 10 or more students in a classroom, afterschool, or recreation environment. • Advanced Math and English skills (K-8) • Excellent communication skills (Written and Verbal) • Support our English-learner population by being bi-literate (Spanish preferred)

Think Together is an Equal Opportunity Employer that does not discriminate on the basis of actual or perceived race, color, national origin, ancestry, sex, gender, gender identity, gender expression, pregnancy, childbirth or related medical conditions, religious creed, physical disability, mental disability, age for iniduals age 40 and over, medical condition (as defined by state law (for example, cancer or genetic characteristics or HIV/AIDS), marital status, military and veteran status, sexual orientation, genetic information, citizenship status or any other characteristic protected by federal, state or local law. Our management team is dedicated to this policy with respect to recruitment, hiring, placement, promotion, transfer, training, compensation, benefits, employee activities and general treatment during employment.

Title: Literacy Outreach Specialist (Part-Time)

Location: Quincy, IL, USA

19.00 per hour

Hourly

Part Time

Job Description:

This is a part-time position in the Adult Education and Literacy Department. This position is for 12 hours per week, with occasional evening hours, and reports to the Coordinator of Literacy Services. This is a grant-funded position scheduled to end June 30, 2026. Continued employment is contingent upon grant funding.

JOB DESCRIPTION

The purpose of this position is to support volunteers and adult learners in the Adult Volunteer Literacy Program. Duties include:

• Promote literacy services in Brown and Pike counties.
• Build community connections to expand program reach.
• Recruit and train volunteer tutors.
• Recruit, assess, and match adult learners with tutors.
• Provide support for tutors assisting learners with GED studies, basic reading, basic math, and English as a second language.

QUALIFICATIONS

Bachelor's Degree in Education or related field is preferred. Excellent people skills, self-motivation, and computer skills required. Able to work with adults from erse backgrounds. Comfortable with public speaking. Teaching or tutoring experience helpful.

SALARY

Salary is $19.00 per hour.

Title: Associate Director, University Studies, Transition Programs

Location: Fairfax United States

Job Description:

 10003858

Department: Academic Affairs

Classification: Professional Faculty

Job Category: Administrative or Professional Faculty

Job Type: Full-Time

Work Schedule: Full-time (1.0 FTE, 40 hrs/wk)

Workplace Type: Hybrid Eligible

Sponsorship Eligibility: Not eligible for visa sponsorship

Salary: Salary commensurate with education and experience

Criminal Background Check: Yes

About the Department:

The Office of the Provost is the primary central administrative unit for the university’s academic programs. Its range of interests include curriculum, instructional personnel, assessment, accreditation, international initiatives, and oversight of the overall academic mission. Within the Office of the Provost, the Office of Undergraduate Education manages undergraduate academic programs that stretch across all colleges and schools at George Mason University. These include university-level curriculum approval, general education (Mason Core), University Studies programs, the Office of Academic Advising, and Mason Impact initiatives that support transformational learning for undergraduate students, including the Office of Student Creative Activities and Research (OSCAR), Office of Community Engagement and Civic Learning (CECiL), and Office of Fellowships. In all of our work, we seek to inspire undergraduate students to become engaged citizens and well-rounded scholars who are prepared to act in a erse, global world, by creating and sustaining innovative programs that enhance our students’ academic experience and contribute to their academic success. We are dedicated to ensuring that students from all backgrounds have equal access to all of our programs.

About the Position:

 The Associate Director, University Studies, Transition Programs oversees the design, implementation, and continuous improvement of the Transition to Mason courses (e.g., UNIV 100/108/150/300) to enhance student success. This involves creating and updating curriculum content, managing day-to-day course operations, administering faculty and peer advisor training programs, developing campus partnerships, leading marketing efforts to boost course registration, and assessing curriculum effectiveness and enrollment trends. The role also includes supervising staff and ensuring compliance with university accreditation requirements.

Responsibilities:

• Collaborates with the University Studies Leadership Team to assess, strategize, and improve the overall operation of the University Studies program;
• Consults with the leadership team and contribute to program decisions;
• Supports tasks such as interviewing new adjunct faculty and attending functions, scheduling, and reviewing program mission and vision;
• Oversees the course design for Transition to Mason courses: UNIV 100/108/150/300: Identify, create and update curriculum content informed by data, emerging trends, and best practices to enhance student success;
• Designs student learning outcomes at both programmatic and modular levels;
• Develops engaging curricular content and tools that incorporate active learning principles to boost student learning;
• Designs syllabi, how-to guides and other faculty resources for the successful implementation of the curriculum;
• Manages the day-to-day activities of the Transition to Mason courses: Serve as main point of contact for any student or course related issues;
• Ensures programmatic compliance with university accreditation requirements;
• Supervises the Graduate Professional Assistants for Faculty and Curriculum and for the Peer Advisor Program;
• Supervises the Training and Recruitment Specialist;
• Leads marketing efforts to boost registration in University Studies classes;
• Oversees the administration of Faculty Training and Recruitment, and the Peer Advisor Program: Conduct faculty observations according to a predetermined annual schedule;
• Provides instructors feedback and mentorship on classroom management and teaching techniques;
• Provides direction and support regarding the recruitment, selection and training of the UNIV 100/108/150 faculty;
• Provides direction and support regarding the recruitment, selection and training of Peer Advisors;
• Develops and maintains campus partnerships: Collaborate with stakeholders across the university engaged in programming for first-year and new transfer students;
• Serves on committees to represent University Studies;
• Explores new course offerings in collaboration with campus partners to address student needs;
• Engages in campus opportunities to boost the visibility of University Studies as the main hub for George Mason’s college transition courses;
• Oversees assessment of curriculum effectiveness and enrollment trends for UNIV courses: Design and administer student surveys to assess the effectiveness of the UNIV courses against pre-determined outcomes;
• Designs and administers faculty surveys to assess the effectiveness of the curriculum;
• Makes adjustments based on feedback from both students and faculty; 
• Conducts data analysis for annual enrollment and trends over time; and
• Other duties as assigned.

Required Qualifications:

• Advanced Degree in a related field or an equivalent combination of related education and experience;
• Some experience with programming in a higher education setting;
• Some experience with programmatic assessment;
• Some experience with the creation of curriculum based on pedagogical principles;
• Some experience in managing a team of professional and student employees;
• Knowledge of assessment practices;
• Knowledge of the essential elements of creating a course curriculum;
• Knowledge of university transition program;
• Skill with a learning management system;
• Ability to manage a team of faculty and students; and
• Ability to analyze data.

Preferred Qualifications:

• Considerable experience with university transition programs;
• Considerable experience with creating or implementing university curriculum;
• Some experience in creating and analyzing programmatic assessment;
• Some experience in recruiting and mentoring adjunct faculty and students;
• Some experience in leading an educational program;
• Knowledge of the creation of university level course curriculum;
• Knowledge of programmatic assessment of an educational program;
• Knowledge of active learning pedagogy;
• Knowledge of the pedagogy of peer leader training;
• Skill in creating reports from assessments and data; and
• Skill in managing a program in higher education.

Instructions to Applicants: 

For full consideration, applicants must apply for Associate Director, University Studies, Transition Programs at https://jobs.gmu.edu/. Complete and submit the online application to include three professional references with contact information, and provide a Cover Letter/Letter of Intent with Resume for review.

Open Until Filled:  Yes

Mason Ad Statement

Mason is currently the largest and most erse university in Virginia with students and faculty from all 50 states and over 135 countries studying in over 200 degree programs at campuses in Arlington, Fairfax and Prince William, as well as at learning locations across the commonwealth. Rooted in Mason’s ersity is a campus culture that is both rewarding and exciting, work that is meaningful, and opportunities to both collaborate and create.

If you are interested in joining the Mason family take a look at our current opportunities and catch some Mason spirit at jobs.gmu.edu/!

George Mason University, Where Innovation is Tradition.

Equity Statement

George Mason University is an equal opportunity/affirmative action employer, committed to promoting inclusion and equity in its community. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability or veteran status, or any characteristic protected by law.

Title: Preceptor Adjunct: Certified Flight Instructor, Levels I-III

Location: Anchorage, AK United States

part-time

On-site

Job Description:

The Aviation Technology Division, Flight Operations Department is seeking qualified applicants for its Preceptor Adjunct: Certified Flight Instructor (CFI) Levels I-III labor pool.

We are currently hiring for spring and summer hours only.

Preceptor Adjunct CFI Levels I & II:

CFI Levels I and II are responsible for providing pilot ground and flight training to beginning and intermediate students using basic and complex single engine airplanes.

Preceptor Adjunct CFI Level III:

CFI Level III is responsible for providing pilot ground and flight training to beginning, intermediate and advanced students using basic and complex single-engine airplanes as well as multi-engine airplanes.

Additionally, CFI III employees may be qualified to administer Stage Checks required by the Federal Aviation Administration (FAA) approved Training Course Outline and will provide input leading to a final course grade for UAA Professional Piloting Students as required.

Preceptor Adjunct CFI All Levels:

All CFIs are responsible for the training progress of their assigned students. They must be able to communicate effectively in the English language and possess a high level of work, systems, and aviation infrastructure related knowledge and technical skill.

Candidates must hold the required FAA Certified Flight Instructor credentials and possess the knowledge those credentials imply. They must be able to work effectively with iniduals from erse backgrounds and experience levels and evaluate student learning progress based on established performance standards relative to the student's experience and stage of development as a pilot.

Minimum Qualifications:

All Levels:

• Possess either Basic Med or FAA Third Class Medical Certification

• Have familiarity with the following:

• Single-engine Airplanes (Basic and Complex)

• Flight Training Devices (Simulators)

• Ground Training Aids

• Record Keeping Systems

• Aircraft, University, FAA and TSA Documents and Manuals

• Personal Flying Equipment (to include State of Alaska required Survival Gear)

• Meet the Pilot-in-Command recent flight experience requirements of 14 CFR Part 61.57

• Bachelor's degree and 14 CFR Part 141 experience preferred

Continued employment is contingent on passing a 141 checkout flight within 30 days of the job start date. A maximum of 7 hours of airplane time of UAA flight operations cost will be utilized for training purposes to prepare candidate for 141 checkout.

CFI Level I:

• Possess either a FAA Commercial Pilot Certificate - Airplane Single-Engine Land with instrument rating or an ATP Certificate - Airplane Single-Engine land
• Possess a FAA Flight Instructor Certificate - Airplane Single-Engine
• FAA Advanced Ground Instructor Certificate preferred

CFI Level II:

• Possess either a FAA Commercial Pilot Certificate - Airplane Single-Engine Land with instrument rating or an ATP Certificate - Airplane Single-Engine land
• Possess a FAA Flight Instructor Certificate - Airplane Single-Engine-Instrument Airplane rating (CFII)
• FAA Advanced Ground Instructor and Instrument Ground Instructor Certificate preferred

CFI Level III:

• Possess either a FAA Commercial Pilot Certificate - Airplane Single and Multi-Engine Land with instrument rating or an ATP Certificate - Airplane Single and Multi-Engine land rating
• Possess a FAA Flight Instructor Certificate - Airplane Single and Multi-Engine-Instrument Airplane rating
• FAA Advanced Ground Instructor and Instrument Ground Instructor Certificate preferred

Position Details:

This position is located on the Aviation Technology Complex at Merrill Field Airport in Anchorage, AK. This is a part-time, non-represented, hourly adjunct position.

Preceptor CFI I: $36.00/hour

Preceptor CFI II: $38.00/hour

Preceptor CFI III: $42.00/hour

Special Instructions to Applicants:

Please attach the following to your application:

1. Resume

2. Cover Letter

3. The names and contact information for three (3) professional references.

This is a pooled position and applications are reviewed as needed. Submission of an application does not guarantee review or a job offer.

The University of Alaska (UA) reserves the right to require employees to work on-site at the UA facilities. Hybrid and remote work may be approved for employees based in Alaska at the University's discretion. Remote work for employees based outside the State of Alaska may be approved only in exceptional circumstances or when required by the position's job duties.

To be eligible for this position, applicants must be legally authorized to work in the United States without restriction. Applicants who now or may in the future require visa sponsorship to work in the United States are not eligible.

The University of Alaska (www.alaska.edu) is an Equal Opportunity/Equal Access Employer and Educational Institution. The University is committed to a policy of non-discrimination (www.alaska.edu/nondiscrimination) against iniduals on the basis of any legally protected status.

The successful applicant is required to complete a background check. Any offer of employment is contingent on the background check.

Your application for employment with the University of Alaska is subject to public disclosure under the Alaska Public Records Act.

All employees at the University of Alaska are expected to uphold the highest standards of ethics and professionalism when conducting or engaged in university business.

• Each university within the University of Alaska system publishes an Annual Security and Fire Safety Report which contains information regarding campus safety and security including topics such as: campus law enforcement authority; crime reporting policies; campus alerts (Timely Warnings and Emergency Notifications); fire safety policies and procedures; programs to prevent dating violence, domestic violence, sexual assault and stalking; the procedures the University will follow when one of these crimes is reported; and other matters of importance related to security on campus. The report also contains information about crime statistics for the three most recent calendar years concerning reported crimes that occurred on campus; in On-Campus Student Housing Facilities; in Noncampus buildings or property owned or controlled by the University or a recognized student organization; and on public property within, or immediately adjacent to and accessible from, the campus. The report also contains fire statistics for any fires occurring in an On-Campus Student Housing Facility during the three most recent calendar years.

Title: Software Engineering Coach: Flexible (TDD, Kotlin + More)

Location: Leeds England GB

Type: Contract

Workplace: Fully remote

Job Description:

Important Note

If you have expertise in technologies that we currently have enough coaches for, we may ask you for permission to keep your details and reach out when we are more confident of demand in those areas.

Role Summary

We’re looking for experienced lead engineers or equivalent to lead targeted micro-workshops for small groups of software engineers. The sessions last up to 90 minutes, take place remotely via our app, and are based around high quality teaching material that we produce.

Your job is to bring expertise and enthusiasm for software engineering and ensure our learners leave with a deep understanding of the topic (understanding why, not just knowing what or how), and the ability to apply new skills.

You can expect to be teaching senior as well as junior engineers, answering interesting questions tangential to our material, and live-debugging their code. For this reason, we’ve found that the skill profile required is more similar to pairing or technical mentoring than it is to typical classroom teaching.

About Skiller Whale

Skiller Whale changes what tech teams are capable of through live sessions led by subject-matter experts.

Developers attend a 60-90 minute session every week or two, learning something new through challenging exercises with an expert leading the session to explain the topic and answer difficult questions. Learners love us (they give us an average rating of 4.8 / 5) and we have a measurable impact on the teams we work with.

Our learners say:

| "The real-time feedback loop of learning something, putting it into practice and getting insight beyond 'it works' beats any other learning experience I've had by miles"

| “I loved that I could ask any questions at all, and learned new things even in a technology I’ve been using for 15 years!”

| “The biggest pro of Skiller Whale is the quality of the coaches. I really appreciate the deep knowledge they had both on the internals of Python, and how to architect systems”

What We're Looking For

We'd love for you to apply if you enjoy building the skills and understanding of others, and you have expertise in the curriculum we provide. The technologies/topics that we need coaches for soon are:

• Advanced PostgreSQL

• React Native

• Leadership, Communication and Management (in the context of software teams).

If you are an expert in two or more of the following areas, we’ll still consider you as a coach, although it may be longer before you are allocated a group:

• Common languages/frameworks (e.g. Go, React, Kotlin, Java etc)

• Platforms, Tools and/or Databases (e.g. AWS, Docker, PostgreSQL)

• Test-Driven Development

• REST API Design

• Leadership, Communication and Management (in the context of software teams).

You’ll need to be able to give nuanced answers to difficult questions, give relevant examples from your experience with a topic, and explain advanced concepts clearly and succinctly.

IMPORTANT NOTE:

If your expertise is in the lower priority technologies, but your application is strong, we may put your application on hold (we’ll let you know if this happens) and then reach out again when we are more likely to have a group to offer you.

More Details

Working Hours

Most of our coaches lead between 1 and 4 sessions per week (1.5 - 6 hours), with Skiller Whale making up part of a portfolio career, or adding variety to their main employment, consulting or fractional roles. We typically book regular weekly 90 minute time-slots for these sessions, based around your availability.

The Platform

All our teaching is done through the Skiller Whale platform, which includes video conferencing and other tooling designed to make teaching as slick as possible. High quality written content and exercises are provided by Skiller Whale, so you shouldn’t need to do significant preparation before a session (we assume ½ - 1 hour to get familiar with the material, and we pay for preparation the first time a module is taught).

Please Note

This is a rolling opportunity. Because we always have people going through our process, and only limited time to process them, our response times to initial applications may be slow (up to 4 weeks), in order to prioritise applicants already in the pipeline.

Requirements

We want to be seen as intelligent, playful learners. Our customers need to trust us to teach their engineers how they should be building software and working effectively in the real world. For our coaches, that means you need to demonstrate:

Knowledge & Understanding

You should come across (legitimately) as an expert, able to expand beyond the provided material when appropriate. E.g: examples from your experience in different settings; what you’ve found works well, and what doesn’t.

Careful Listening and Clear Explanations

You must be able to deliver clear and concise explanations in spoken English and be able to adapt your explanation style to match the level of your audience.

Expert Spoken and Written English

You should be expert and eloquent in spoken English, with an accent that will be clear to non-native (but fluent) speakers from various backgrounds. You should be able to quickly understand questions with complex phrasing or grammar and know when you need to clarify.

A Personable, Passionate and Professional Demeanour

You should be able to easily build rapport with new groups of people, and create a safe space for learners to ask questions. You should come across across as friendly and demonstrate enthusiasm for the topics you teach, whilst maintaining professionalism.

Live Debugging

You should be comfortable looking at code, quickly understanding how it works (or why it doesn’t), and identifying bugs or potential improvements under time pressure (e.g. live in a session).

Industry Experience

In order to teach senior engineers with confidence, it’s important that you have extensive real-world experience! Learners may well ask about how things are really done in practice and being able to give examples and anecdotes is important.

Teaching or Mentoring Experience (formal or informal)

Experience teaching groups of software engineers, or mentoring other developers (even in an unofficial capacity) is a bonus, particularly if those people were relatively senior. Since this is an essential part of most senior, lead and engineering management roles we would expect most suitable candidates to have some experience here.

Bonus Points For:

Experience with Multiple Languages / Frameworks / Tools etc.

All the people we teach are already software developers, but will come from various backgrounds / have experience with different programming languages. Having context from those is sometimes useful to help learners’ understanding.

Benefits

• Rate: £100 per hour (+ paid £50 for preparation for each new module taught)
• Very flexible work - we will aim to schedule sessions that fit your availability, and you have no ongoing commitment.
• Fully remote, forever.
• Have a real impact on learners. Our sessions actually make people better at their jobs.
• Teaching is fun!

Title: Part time Technology Teacher and Robotics Coach

Location: Wildwood, MO, US

Job type: Part time 

Department: Educators

Job Description:

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future.  We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne.  A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area.  The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us.

Job Summary

St. Alban Roe Catholic School is seeking an enthusiastic and knowledgeable Part‑Time Technology Teacher and Robotics Coach to support students in developing digital literacy, problem‑solving skills, and interest in STEM within a faith‑based learning environment. The ideal candidate will foster creativity, collaboration, and critical thinking while supporting the mission and values of Catholic education.

Technology Instruction

• Teach age‑appropriate technology skills aligned with curriculum standards
• Introduce students to digital citizenship, basic coding, and technology tools
• Integrate technology to support classroom learning and 21st‑century skills
• Promote safe, responsible, and ethical use of technology

Robotics Coaching

• Lead and coach the school’s robotics program or team
• Teach foundational robotics concepts, coding, and engineering principles
• Prepare students for robotics competitions or showcases, as applicable
• Encourage teamwork, innovation, and perseverance

General Responsibilities

• Maintain a positive, organized, and respectful learning environment
• Integrate Catholic values into instruction and interactions with students
• Communicate effectively with school staff and families as needed
• Participate in school events related to technology or robotics programs
• Support the mission and philosophy of St. Alban Roe Catholic School

Qualifications

• Bachelor’s degree in Education, Technology, Engineering, or a related field preferred
• Experience teaching technology and/or coaching robotics at the elementary or middle school level preferred
• Familiarity with robotics platforms and basic coding concepts
• Strong communication, organization, and classroom management skills
• Practicing Catholic preferred; all candidates must support the mission and values of the Catholic Church

The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and inidual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status.  

Title: Music and Band Teacher-Part Time

Location: Wildwood, MO, US, 63038-1340

Department: Educators

Part Time

Job Description:

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future.  We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne.  A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area.  The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us.

Job Summary

St. Alban Roe Catholic School is seeking a talented and enthusiastic Part‑Time Music and Band Teacher to inspire students through music education in a faith‑based learning environment. The ideal candidate will foster musical skills, creativity, and appreciation for the arts while supporting the mission and values of Catholic education.

Key Responsibilities

Music Instruction

• Teach general music classes using age‑appropriate instructional strategies
• Introduce students to music theory, rhythm, vocal techniques, and appreciation
• Plan engaging lessons that support musical growth and creativity
• Prepare students for performances, liturgies, concerts, or school events as appropriate

Band Instruction

• Teach and direct the school band program
• Instruct students in proper instrument technique, music reading, and ensemble performance
• Rehearse and prepare students for performances and special events
• Encourage teamwork, discipline, and confidence through ensemble participation

General Responsibilities

• Maintain a positive, organized, and respectful learning environment
• Integrate Catholic values into instruction and student interactions
• Collaborate with faculty and administration to support school programs and events
• Communicate effectively with parents and staff regarding student progress and performances
• Support the mission and philosophy of St. Alban Roe Catholic School

Qualifications

• Bachelor’s degree in Music, Music Education, or a related field preferred
• Teaching experience in music and/or band instruction preferred
• Ability to work with elementary and/or middle school students
• Strong classroom management, organization, and communication skills
• Practicing Catholic preferred; all candidates must respect and support the mission and teachings of the Catholic Church

The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and inidual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status.  

Title: Social Studies Middle School Teacher Part-Time

Location: Washington, MO, US, 63090-4074

Work Type: Part Time, Onsite

Department: Educators

Job Description:

The Archdiocese of St. Louis Catholic Education and Formation features an expansive coalition of schools that allow our children to develop a sense of purpose and value, receive a higher quality education, join a welcoming community and feel secure in a a dynamic future.  We have a rich history, with its establishment 200 years ago by St. Rose Phillppine Duchesne.  A coalition of schools serving over 50,000 students (PreK-12) within an 11-county area.  The educational experience provided to our students and their families is rooted in a higher calling from God to honor and celebrate the gifts He has given us.

Job Summary

St. Gertrude Catholic School is seeking a dedicated and knowledgeable Part‑Time Middle School Social Studies Teacher to inspire students in grades 6–8. This educator will provide engaging, standards‑based instruction while integrating Catholic values, critical thinking, and an understanding of history, geography, civics, and culture within a Christ‑centered learning environment.

Key Responsibilities

• Plan and deliver engaging, age‑appropriate Social Studies instruction aligned with diocesan and school curriculum standards.
• Foster students’ understanding of history, geography, civics, and global awareness through inquiry‑based learning and discussion.
• Integrate Catholic teachings, values, and perspectives into Social Studies content where appropriate.
• Create a respectful, organized, and supportive classroom environment that promotes responsibility and academic growth.
• Assess student learning through assignments, projects, and assessments, and provide timely feedback.
• Maintain accurate records of grades, attendance, and student progress.
• Communicate effectively and professionally with parents, guardians, and school staff.
• Collaborate with faculty and administration to support student success and school initiatives.
• Participate in required faculty meetings, professional development, and school events as applicable to a part‑time role.
• Uphold school policies and contribute positively to the Catholic school community.

Qualifications

• Bachelor’s degree in Education, History, Social Studies, or a related field required.
• Teaching certification preferred (or ability to obtain per diocesan requirements).
• Prior experience teaching middle school students preferred.
• Strong classroom management, communication, and organizational skills.
• Passion for teaching Social Studies and working with adolescents.
• Practicing Catholic preferred; must fully support and respect the mission and teachings of the Catholic Church.

Physical Requirements

• Ability to stand, walk, and move throughout classrooms for instructional periods.
• Ability to manage classroom materials and technology as needed.

Additional Expectations

• Commitment to fostering students’ academic, moral, and spiritual development.
• Completion of required background checks and Safe Environment training in accordance with diocesan and school policies.

The Archdiocese of St. Louis Catholic Education and Formation is an Equal Opportunity Employer and prohibits discrimination and harassment of any kind. All employment decisions are based on business needs, job requirements and inidual qualifications without regard to race, color, religion, gender, national origin, age, marital, parental, veteran or disability status.  

Title: Clinical Dietitian

CategoryNutrition

Location(s)Toledo, OH, United States

Salary Range$61710 to $79860

Job ID986939

Role Overview

Sodexo is seeking a Clinical Dietitian for ProMedica Toledo Hospital in Toledo, OH.  ProMedica Toledo Hospital, a 794-bed non-profit facility and the largest acute care hospital in the Toledo metropolitan area, is a Level I trauma center committed to providing exceptional healthcare. The campus also includes ProMedica Russell J. Ebeid Children's Hospital, a Level II pediatric trauma center with a 72-bed NICU. Join us in delivering outstanding care to our community. This is a great opportunity for a new graduate or an experienced dietitian.

Hybrid work schedule! Up to two days a week remote after training is completed.

Reimbursement for AND dues, state licensure fees, and CDR renewal

Three weeks of vacation, eight holidays, and three personal days paid each year

Reimbursement for continuing education events

Career advancement opportunities with Sodexo’s Clinical Career Ladder

What You'll Do

• Provide nutritional care for a variety of inpatient units
• Perform quality improvement initiatives
• Educate healthcare team members, including physicians and nurses
• Precept dietetic interns

What We Offer

Compensation is fair and equitable, partially determined by a candidate's education level or years of relevant experience. Salary offers are based on a candidate's specific criteria, like experience, skills, education, and training. Sodexo offers a comprehensive benefits package that may include:

• Medical, Dental, Vision Care and Wellness Programs
• 401(k) Plan with Matching Contributions
• Paid Time Off and Company Holidays
• Career Growth Opportunities and Tuition Reimbursement

More extensive information is provided to new employees upon hire.

What You Bring

• Registered Dietitian credentials and be licensed in OH, or eligible
• Strong verbal and written communication skills
• Good time management skills be a self-starter and a team player
• the ability to work well with physicians, nursing, and ancillary staff

Who We Are

At Sodexo, our purpose is to create a better everyday for everyone and build a better life for all. We believe in improving the quality of life for those we serve and contributing to the economic, social, and environmental progress in the communities where we operate. Sodexo partners with clients to provide a truly memorable experience for both customers and employees alike. We do this by providing food service, catering, facilities management, and other integrated solutions worldwide.

Our company values you for you; you will be treated fairly and with respect, and you can be yourself. You will have your ideas count and your opinions heard because we can be a stronger team when you’re happy at work. This is why we embrace ersity and inclusion as core values, fostering an environment where all employees are valued and respected. We are committed to providing equal employment opportunities to iniduals regardless of race, color, religion, national origin, age, sex, gender identity, pregnancy, disability, sexual orientation, military status, protected veteran status, or any other characteristic protected by applicable federal, state, or local law. If you need assistance with the application process, please complete this form.

Qualifications & Requirements

Minimum Education Requirement:

Master's degree with completion of required coursework and supervised practice as dictated by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) 

For those eligible for the registration exam prior to 1/1/24:

Bachelor's degree with completion of required coursework and supervised practice as dictated by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) 

Credentials Requirement:

Meets eligibility requirements for Registered Dietitian Nutritionist (RD/RDN) by the Commission on Dietetic Registration (CDR) and will become registered within 120 days of hire.  In some states and/or facilities the RD/RDN credentials is required at the time of hire

Content and Instructional Specialist, Spanish Language Arts Contract

locations

Remote - United States

time type

Part time

job requisition id

Req_12585

Job Description: 

Amplify is seeking a Spanish Language Arts (SLA) Content and Instructional Specialist to help develop and review core curricular materials. Our small, highly collaborative team develops lessons that bring rich, standards-aligned domains of knowledge into SLA and dual-language classrooms, using those domains to engage students, build literacy skills, and develop those skills into close, careful reading, writing, speaking, and listening for erse audiences and purposes, and pursuing a deep curiosity about the world. To do this, we need people who ‘get’ both text and students, who are ready to think creatively about critical literacy skills, who possess a deep understanding of standards-aligned instruction, and who have an impeccable eye for detail. 

*This is a part-time, contract role.

Essential Responsibilities:

• Develop and review instruction in Spanish that authentically aligns to standards and progresses in substantial, organic ways 

• Revise instruction to meet the needs of a erse range of learners 

• Source rich and engaging texts in Spanish for content development 

• Revise lessons in Spanish that support students at all levels, helping them become strong readers who can dig into a text, deliberately investigate key elements, collaborate to refine their understanding, and express that understanding through presentations, performances, writing, or other means

• Collaborate with designers, developers, and other content producers to bring lessons to life

Minimum Qualifications:

• 5+ years spanish or bilingual elementary education experience in developing and implementing a wide range of engagement and grouping strategies or similar role with a bachelor’s degree in related field or equivalent combination of education and work experience

• Experience crafting challenging and engaging standards-based lessons/curricula in Spanish

• Experience crafting standards correlations and other technical documents 

• Proven experience in educational publishing

• Demonstrated ability to meet deadlines and balance work on multiple projects

• Native or native-level proficiency in Spanish (in both communication and academic proficiency)

• Strong content background in Spanish linguistics, including grammar, phonology, semantics, morphology, and syntax

Preferred Qualifications:

• Graduate degree in related field

• Experience crafting curriculum in Spanish that integrates different genres, technologies, and media 

• Experience instructing a erse range of Spanish learners 

• Widely read, with strong reading and thinking skills 

• Experience working collaboratively 

• Acute attention to detail 

• Comfort with classroom technology

Compensation:

The hourly rate for this role is $40.

Title: Lead Assessment Designer

Location: US

ShiftType: Regular Full-Time

Job Description:

Job Title: Lead Assessment Designer- Early Learning

Location: Remote

Who We Are

NWEA® is a ision of Houghton Mifflin Harcourt that supports students and educators through research, assessment solutions, policy and advocacy services, professional learning and school improvement services that fight for equity, drive classroom impact and push for systemic change in our educational communities. For nearly 50 years, NWEA has developed innovative pre-K–12 assessments, including their flagship interim assessment, MAP® Growth™ and their reading fluency and comprehension assessment, MAP® Reading Fluency™. For more information, visit NWEA.org to learn more.

What You’ll Do

The Lead Assessment Designer- Early Learning is responsible for the development, ongoing improvement, and execution of processes for Early Learning Reading and Mathematics assessment products. This role requires content-area leadership and a high level of knowledge and skill in all phases of item and test development. The Lead Assessment Designer will lead projects, ensuring timeliness and quality within budget. The Lead Assessment Designer will also offer suggestions to improve processes and quality and contribute to strategic opportunities (e.g., partner calls with existing or potential clients, responses to RPFs). Finally, the Lead Assessment Designer will serve as an example to colleagues, focusing on commitment to high-quality products that improve student outcomes.

Responsibilities

• Create and review passages, items, and tests, items, providing feedback and guidance to internal staff and contractors.
• Drive innovation through test designs and product improvements, firmly grounded in industry best practice.
• Serve as a subject-matter expert in Early Learning pedagogy and assessment when collaborating with internal and external stakeholders.
• Lead projects, tracking deliverables to ensure timeliness and quality within budget and communicating progress and concerns to leadership, along with proposed solutions. Ensure budget allocations align with targets.
• Support development of program and product roadmaps and strategies which reflect evidence-based and equitable practices.
• Create and maintain process documentation and ancillary materials, reflecting a commitment to both quality and efficiency.
• Lead efforts to promote process improvements, establishing metrics and measuring gains.
• Collaborate with the manager to implement coaching and formal training as necessary, informally supporting staff in completing project tasks for timeliness.

What You’ll Need

• Bachelor's degree (B.S. or B.A.) in Education or another relevant field.
• Master's degree or PhD in a relevant field is preferred.
• Minimum of 5 combined years of teaching experience and experience as a test development specialist, with a focus on Early Learning (K-3).
• Dual Language program experience (Spanish/English) or similar experience working with multi-lingual learners is preferred.

Skills and Abilities

• Proficiency in industry standards for item and test development.
• Familiarity with research design, data analysis, psychometric concepts, and measurement principles.
• Content expertise in the Science of Reading, Early Literacy, and Early Numeracy.
• Comfort working as high as grades 4-5 in ELA and/or Math content.
• Strong collaborative skills with the ability to work extensively with peers to achieve common goals.
• Creative problem-solving for managing resource and schedule challenges.

Salary Range: $95k - $112k

HMH is fully committed to Equal Employment Opportunity and to attracting, retaining, developing and promoting the most qualified employees without regard to race, gender, color, religion, sexual orientation, family status, marital status, pregnancy, gender identity, ethnic/national origin, ancestry, age, disability, military status, genetic predisposition, citizenship status, status as a disabled veteran, recently separated veteran, Armed Forces service medal veteran, other covered veteran, or any other characteristic protected by federal, state or local law. We are dedicated to providing a work environment free from discrimination and harassment, and where employees are treated with respect and dignity. We actively participate in E-Verify.

#LI-VA1

Job Segment: Instructional Designer, Learning, Market Research, Publishing, Education, Human Resources, Marketing