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<h3>Job Description</h3>
Job Description
Kha'p'o Community School (KCS) is looking for a Special Education (SPED) Technician dedicated to supporting students and teachers in a dual language educational environment. Key duties include supervising children with special needs as assigned to them by the Director of Instruction. Candidates for this position are highly organized, are comfortable working with special needs students, and embody Pueblo core values of Respect, Compassion, Responsibility, Perseverance, Community, and Partnerships.
KCS is a dual language (Tewa/English) Tribally Controlled Grant school serving Santa Clara Pueblo. We currently serve approximately 125 families, prenatal through 6th grade, and adult learners. KCS is a school grounded in providing students with rigorous, high-quality educational opportunities that are culturally centered on Tewa language proficiency and interactive, hands-on learning. We support students in their physical and emotional growth as well, valuing student identity and promoting and modeling high self-esteem and confidence.
The SPED Technician is supervised by the Director of Instruction who makes classroom and duty assignments at KCS. This position works primarily with special needs students both in and out of the classroom. The SPED Technician may be assigned to provide dedicated support to individual students in accordance with their specific educational plans. This may include implementation of necessary interventions. The SPED Technician works closely with the Special Education Teacher at KCS to ensure all services are met. 
Applicants for this position must have an Associate's Degree in Elementary Education or in a related field. Equivalent experience or education will be considered in lieu of this degree. Applicants with NM Education Assistant Licensure are preferred. Knowledge of Pueblo customs and the Tewa language are not required but preferred. KCS follows the Indian Preference Act of 1934 (Title 25, USC, Section 472) which promotes filling vacancies with qualified Indian candidates - consideration of non-Indian applicants will be made in the absence of qualified Indian candidates. Applicants will be required to pass a comprehensive background check.
If you believe you might be the right person to be our SPED Technician, the next step is to fill out our online application. The application is straight forward and guides you through the process. Be sure to have a digital copy of your resume ready to upload. Once your online application is complete, we will reach out to you about next steps.

Special Education Technician

<h3>Job Description</h3>
Job Description
Title: Configuration Technical Writer
<ul>
<li>Clearance Requirement: Secret </li>
<li>Location: Contractor Site in Washington DC, with occasional local travel to Annapolis/Ft. Meade.</li>
<li>Salary: $30-$35/hr</li>
</ul>
Job description
Experience: 3 to 5 years of experience in technical writing and/or configuration management for DoD software systems.
<ul>
<li>Proficiency with Microsoft Project, DoD365 Teams, Git, and automated documentation tools. </li>
<li>Familiarity with Agile/DevSecOps methodologies and DoD RMF compliance frameworks. </li>
<li>Experience managing classified and unclassified documentation repositories. </li>
<li>Strong ability to translate complex technical information into clear, government-approved documentation.</li>
</ul>
Role Summary:
The Technical Writer / Configuration Management Specialist will be responsible for documenting, managing, and maintaining system configurations and technical documentation. This includes updating the Technical Data Package (TDP), maintaining version control of software releases, and ensuring compliance with DoD configuration management (CM) policies. The role supports DevSecOps processes, cybersecurity documentation, and formal system design reviews (PDR/CDR) to ensure software development and sustainment efforts align with government requirements. 
Contract-Specific Responsibilities:
Technical Documentation &amp; Writing 
<ul>
<li>Develop, update, and maintain TDP documentation, including: </li>
<li>System Design Documents (SDD) </li>
<li>Interface Design Descriptions (IDDs) </li>
<li>Test Plans and Test Reports </li>
<li>User Manuals and System Administration Guides </li>
<li>Installation Packages (IPs) and Software Version Descriptions (SVDs) </li>
<li>Cybersecurity Risk Assessments, RMF compliance reports, and ATO documentation </li>
<li>Ensure all documents meet DoD 508 Accessibility Standards. </li>
<li>Work closely with software engineers, system administrators, and cybersecurity teams to capture technical processes. </li>
<li>Maintain compliance with DISA and NTIA documentation standards for SXXI. </li>
</ul>
Configuration Management (CM) 
<ul>
<li>Establish and maintain Configuration Management (CM) processes for the SXXI software, databases, and infrastructure. </li>
<li>Utilize DoD365 Teams and Git for document and software configuration control. </li>
<li>Track software version releases, change requests (CRs), and patches within the government CM repository. </li>
<li>Ensure Government Configuration Management (CM) objectives are met, providing version control of all documentation and code. </li>
<li>Support System Requirements Reviews (SRR), Preliminary Design Reviews (PDR), and Critical Design Reviews (CDR). </li>
</ul>
Software Development &amp; Change Management Support 
<ul>
<li>Document software development lifecycle (SDLC) processes, including Agile sprint planning and DevSecOps implementation. </li>
<li>Track and report defect resolutions, software changes, and system enhancements as part of the Risk Matrix and Contract Monthly Reports (CMR). </li>
<li>Ensure configuration changes align with Zero Trust Architecture (NIST SP 800-207) and DoD STIG requirements. </li>
<li>Support software security compliance by maintaining configuration records for ACAS scans, STIG compliance, and eMASS reporting. </li>
</ul>
Risk &amp; Compliance Documentation 
<ul>
<li>Maintain cybersecurity and RMF compliance documentation in accordance with: </li>
<li>NIST 800-53 Security Controls </li>
<li>DISA STIG requirements </li>
<li>Enterprise Mission Assurance Support Service (eMASS) documentation </li>
<li>Configuration management policies per DoDI 8510.01 </li>
<li>Support the ATO process, ensuring security documentation remains up to date. </li>
<li>Track and update documentation supporting COOP and Disaster Recovery Plans.</li>
</ul>
Addison Group is an Equal Opportunity Employer. Addison Group provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Addison Group complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. Reasonable accommodation is available for qualified individuals with disabilities, upon request.

Configuration Technical Writer (with SECRET Clearance)

<h3>Job Description</h3>
Job Description 
Want to make a difference in a young person's life? This is a position that is very rewarding in training and mentoring at risk youth.
Make more than a Living, Make a Difference
Our Part-Time Benefits:
<ul>
<li>Prorated Vacation, Sick and Holiday Pay</li>
<li>Retirement savings plan with employer match up to 5%</li>
<li>AD&amp;D Insurance</li>
<li>Public Service Loan Forgiveness (PSLF) Eligible Employer</li>
</ul>
Service Contract Act (SCA) Position
Hourly Rate: $17.50 to $18.50
Duties and Responsibilities: 
<ul>
<li>The On-Call Residential Living Advisor reports to the Shift Supervisor and is an hourly, non-exempt position. </li>
<li>The On-Call Residential Living Advisor provides safe, supportive, and predictable environment in dormitory supervision of Job Corps trainees in their daily activities, monitoring their progress in attaining performance contract goals and objectives and utilizing behavior management and intentional and consistent Core-Value-driven practices. </li>
<li>The Substitute Residential Living Advisor conducts dormitory operations in accordance with center operating policy and procedures.</li>
<li>Provides daily supervision to students age 16-24 to ensure good order and discipline are maintained in the dormitory. </li>
<li>Ensures the dormitories are under supervision 24 hours a day and ensures all rules, policies and procedures are followed by residents. </li>
<li>Maintains 100% accountability of all residents and logbook entries for any significant events that occur during their shift. </li>
<li>Assists students in adjusting to Center life by providing supervision, behavior modification and acting as a mentor. </li>
<li>Documents student records according to PRH, inputting all relevant student data. </li>
</ul>
Qualifications: 
<ul>
<li>High School graduate or equivalent. </li>
<li>Prefer two years' experience in a related field such as counseling, education, social work, rehabilitation, or vocational guidance. </li>
<li>Valid driver’s license with acceptable driving record preferred.</li>
<li>Required to pass a drug screen in compliance with our Substance Abuse and Drug-Free Workplace policy.</li>
</ul>
Additional Requirements: Ability to effectively relate to trainee population. Ability to inspire and motivate staff and students. Strong management skills, Ability to handle multiple priorities. Ability to obtain and maintain CPR/First Aid and prefer AED certification. Must be able to successfully complete mandate training courses. Excellent communication skills, both oral and written. Position requires an ability to operate office equipment. In addition, an individual must be able to interact with team members and maintain an effective working relationship with all facility staff and departments. 
*This job description is intended to describe the general nature and level of work being performed by a person assigned to this job. It is not to be construed as an exhaustive list of all job duties that may be performed by a person so classified.
About our Program
Job Corps is the largest nationwide residential career training program in the country and has been operating for more than 60 years. The program helps eligible young people ages 16 through 24 complete their high school education, trains them for meaningful careers, and assists them with obtaining employment.
Our Program Location: Potomac Job Corps 1 DC Village Ln SW,
Washington, DC 20032
 
Connect with Us video: <a href="https://vimeo.com/1061358460" target="_blank">https://vimeo.com/1061358460</a>
Please follow the link for more information about this program: <a href="https://eckerd.org/jobs-training/jobcorps/" target="_blank">https://eckerd.org/jobs-training/jobcorps/</a>
Eckerd Connects employees and applicants for employment are covered by federal, state, and local laws designed to safeguard employees and job applicants from discrimination based on race, color, religion, sex, pregnancy, parental status, national origin, age, disability, genetic information (including family medical history), political affiliation, military service, or other status protected by applicable federal, state, or local laws.
Eckerd Connects is committed to providing equal employment opportunities to all individuals, including individuals with disabilities. We comply with the Americans with Disabilities Act (ADA) and applicable state and local laws by providing reasonable accommodations to employees and applicants with disabilities; known limitations related to pregnancy, childbirth, or related medical conditions; and for sincerely held religious beliefs, observances, and practices. Auxiliary aids and services are available upon request to individuals with disabilities. If you need assistance or accommodation due to a disability, please contact <a href="mailto:adarequest@eckerd.org" target="_blank">adarequest@eckerd.org</a>. Relay Services Dial 711.
Know Your Rights: Workplace Discrimination is Illegal
Copy &amp; paste the link into your browser: <a href="https://www.dol.gov/agencies/ofccp/posters" target="_blank">https://www.dol.gov/agencies/ofccp/posters</a>
Eckerd Connects is a drug-free workplace and utilizes E-Verify to confirm employment eligibility.

On-Call Residential Advisor

<h3>Job Description</h3>
Job Description
We have an Intergenerational Daycare, where we have programs for infants-preschoolers and also for senior adults with dementia.&nbsp; While each program is separate, we come together several times each day to enjoy activities such as music, reading, crafts and play.&nbsp; We are seeking a Toddler Teacher who&nbsp;would also enjoy helping the children to enjoy time spent with our "grandparents".&nbsp;
Responsibilities:
<ul>
<li>Instruct toddlers in activities designed to promote intellectual and creative growth</li>
<li>Create a fun and safe learning&nbsp;environment</li>
<li>Follow routines to ensure adequate physical activity, rest, and playtime</li>
<li>Establish and maintain positive relationships with students and parents</li>
<li>Communicate with parents on students' growth and progress</li>
<li>Maintain the health and safety of all students&nbsp;</li>
</ul>
Qualifications:
<ul>
<li>Previous experience in childcare, teaching,&nbsp;or other related fields</li>
<li>Teacher qualified in the state of Oregon</li>
<li>Passionate about working with children, and enjoys chatting with seniors</li>
<li>Ability to build rapport with children</li>
<li>Positive and patient demeanor</li>
<li>Excellent written and verbal communication skills</li>
</ul>
Company DescriptionA place where you can practice your Christian faith, care for children and encourage intergenerational relationships. Our curricullum is based on the interests of our chidlren, and you will have input in its development. 
<h3>Company Description</h3>
A place where you can practice your Christian faith, care for children and encourage intergenerational relationships. Our curricullum is based on the interests of our chidlren, and you will have input in its development.

Toddler Teacher

<h3>Job Description</h3>
Job Description
Support Junior Achievement’s (JA) efforts to inspire young people to be financially literate, career ready, entrepreneurial, and believe in the power of their own potential. Join our Programs team to engage in a meaningful and rewarding career with the work-life balance you’ve been looking for!&nbsp; This is a part-time position based in our offices in Greenwood Village, CO.
About JA-Rocky Mountain
JA-Rocky Mountain is part of the world’s largest organization dedicated to inspiring and preparing young people to succeed in a global economy. In partnership with schools, businesses, foundations, other non-profits, and individuals this regional operation provides programs to students Kindergarten through 12th grade and young adults up to age 25 in the northern half of Colorado and Wyoming. JA programs are implemented by volunteers and are provided to schools and students at no cost thanks to the generosity of volunteers and donors. For more&nbsp; information, visit <a href="http://www.jarockymountain.org" target="_blank">www.jarockymountain.org</a>.
&nbsp;Position Description
Reporting to the Sr. Director of Education, this position is responsible for the implementation of JA programs within local school districts by developing and maintaining relationships with stakeholders including teachers, school administrators, students, and business and community volunteers to expand programming in the Denver Metro area.
&nbsp; Job Duties and Responsibilities:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Cultivate and maintain relationships with educators within the districts and/or geographic boundaries assigned by supervisor
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Lead implementation of JA programs based on the needs of teachers and students
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Recruit, support, and train volunteers to work with JA students in a classroom setting
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Collaborate and problem-solve with the Programs team
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Travel to JA events throughout the Denver Metro area to support educators, students, and volunteers
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Provide excellent customer service to volunteers, educators, and students
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Participate and take initiative in the planning, organization and implementation of goals associated with the overall JA mission and vision
Qualifications:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Excellent interpersonal and relationship-building skills to develop and strengthen relationships with current and prospective stakeholders
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Strong sales and communication skills (verbal and written) to engage new schools, educators, and volunteers in JA programming
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to manage details of projects, programs, and events, which includes multitasking, organizational and time management skills
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to facilitate engaging virtual and in-person volunteer and teacher trainings and orientations
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to work collaboratively in a team setting
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Outstanding verbal communication skills to inspire teachers and volunteers during both in-person and virtual trainings and small group&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; conversations
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Goal-oriented, self-motivated and self-directed
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Experience in education, program management, business sales, or related field
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Understanding of Colorado’s K-12 education system is strongly desired
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Passion for JA’s mission demonstrated by volunteerism and/or previous work experience
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Experience in middle or high school education preferred
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Experience in Microsoft Suite is strongly preferred, including Microsoft Outlook, Microsoft Excel and Microsoft Teams
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Must have reliable transportation and the ability and willingness to travel to schools throughout the assigned Denver Metro region
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ability to pass required background check
Terms of Employment:
The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to be an exhaustive list of all responsibilities, duties, and skills required.
Compensation and Benefits:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The hourly salary range for this position is $22.00-$30.00. The salary will be commensurate with skill level and applicable experience.
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Cell phone reimbursement.
&nbsp; &nbsp; &nbsp; &nbsp; JA-Rocky Mountain offers a competitive benefits package including (but not limited to):
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; A 403b retirement plan with employer match
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pro rata paid time off for part-time employees
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Partial holiday benefits for part-time employees
Work Considerations for Part-Time Employment:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This position is part-time and should not exceed 1,000 hours per year.
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This position aligns to the standard academic calendar, approximately August-May with reduced hours in the summer.
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This position will require, on average, 30 hours per week during the school year (Aug-May) and 15 hours per week during the summer&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; (June-July).
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Hours are expected to occur between 7:30a.m. and 5:00p.m.
To apply, please send a cover letter and resume to<a href="mailto:careers@jarockymountain.org" target="_blank">careers@jarockymountain.org</a> by Tuesday, June 3, 2025. Please reference “Education Manager” in the subject line of your email.

Junior Achievement is committed to an inclusive culture that celebrates diversity. We encourage candidates from all identities, backgrounds, and abilities to apply.

In all aspects of the employment process, we provide employment opportunities to all qualified applicants without regard to race, color, religion, gender, disability, age, sexual orientation, gender, gender identity, gender expression, marital status, national origin, pregnancy, veteran status, or any other protected status in accordance with applicable law.
Company DescriptionJA-Rocky Mountain is part of the world’s largest organization dedicated to inspiring and preparing young people to succeed in a global economy. Through a dedicated volunteer network, JA-Rocky Mountain provides programs for students that focus on three key content areas: career readiness, entrepreneurship and financial responsibility. JA programs are free to Colorado and Wyoming schools thanks to the generous support of volunteers and donors. For more information, visit <a href="http://www.JAColorado.org" target="_blank">www.JAColorado.org</a>. 
<h3>Company Description</h3>
JA-Rocky Mountain is part of the world’s largest organization dedicated to inspiring and preparing young people to succeed in a global economy. Through a dedicated volunteer network, JA-Rocky Mountain provides programs for students that focus on three key content areas: career readiness, entrepreneurship and financial responsibility. JA programs are free to Colorado and Wyoming schools thanks to the generous support of volunteers and donors. For more information, visit <a href="http://www.JAColorado.org" target="_blank">www.JAColorado.org</a>.

Part-Time Education Manager

<h3>Job Description</h3>
Job DescriptionCompany Description 
KIPP Delta Public Schools operates tuition-free, open-enrollment college-preparatory charter schools in the Arkansas Delta, serving over 1,200 students in Helena and Blytheville. Through a rigorous PreK-12 program and an asset-based approach, KIPP empowers students to discover their purpose and expand regional opportunities.
Job Description 
The School Principal serves as the instructional and administrative leader of the school, responsible for managing operations, fostering a positive learning environment, and ensuring academic excellence. This role involves strategic planning, staff supervision, curriculum oversight, and community engagement to promote student success.​
The School Principal will be the lead co-supervisor, partnering with the District Special Education Manager and the School Pre-K Director, to oversee attendance and disciplinary procedures for Special Education and Pre-K teachers and instructional assistants.
Instructional Leadership
<ul>
<li>Develop and implement a shared vision for academic success aligned with district goals and state standards.</li>
<li>Evaluate and support teachers to enhance instructional practices.</li>
<li>Analyze student performance data to inform decision-making.</li>
<li>Ensure the implementation of a rigorous and culturally responsive curriculum.</li>
</ul>
Operational Management
<ul>
<li>Oversee daily school operations, including scheduling and resource allocation.</li>
<li>Ensure compliance with district and state regulations.</li>
<li>Manage the school budget effectively and maintain financial records.</li>
</ul>
Staff Supervision
<ul>
<li>Recruit, hire, and train qualified staff members.</li>
<li>Conduct performance evaluations and provide professional development opportunities.</li>
<li>Foster a collaborative and inclusive school culture.</li>
</ul>
Student Support
<ul>
<li>Promote a safe and respectful learning environment.</li>
<li>Implement disciplinary policies fairly and consistently.</li>
<li>Support student services, including counseling and extracurricular activities.</li>
</ul>
Community Engagement
<ul>
<li>Communicate effectively with parents, guardians, and community stakeholders.</li>
<li>Encourage parental involvement and community partnerships.</li>
<li>Represent the school at district meetings and public events.</li>
</ul>
Other Responsibilities (As Needed) This job description reflects the core functions and responsibilities of the role but is not intended to be comprehensive. District leaders may assign additional duties as needed to support strategic priorities and organizational goals. &nbsp;
Qualifications 
Education: Master’s degree or higher in Educational Leadership or a related field required. Licenses: Standard Building Level Administrator License or enrolled in an administrator licensure program required. Experience: Minimum of 3 years of teaching experience and prior administrative experience preferred.
<ul>
<li>Must pass state and federal background checks, including fingerprinting and child maltreatment registry checks.</li>
<li>Complete a state-approved administrator preparation program, including an internship and portfolio demonstrating competency in leadership standards.</li>
<li>Ongoing participation in professional development activities as required by ADE.</li>
<li>Passing score on the School Leaders Licensure Assessment (SLLA).</li>
<li>Participation in the Beginning Administrator Induction Program during the first three (3) years of employment, including mentorship and professional development.&nbsp;</li>
<li>Demonstrated ability in instructional leadership, strategic planning, staff development, and community engagement.</li>
</ul>
 Additional Information 
School Principal salaries will be based on individual experience and within the SY 2025-26 Salary Schedule range. KIPP Delta Public Schools is an equal opportunity employer. We are committed to providing a workplace free of discrimination and harassment. All employment decisions are based on qualifications, merit, and organizational needs. We do not discriminate based on race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

School Principal - KIPP Delta Collegiate High School (7-12)

<h3>Job Description</h3>
Job Description
Position Summary:
The Career Management Field Subject Matter Expert (CMF SME) serves as lead coordinators with their respective training proponents IAW Army Regulation AR350-1, paragraph 3-3h. CMF SMEs directly report to the Army National Guard Institutional Training Branch (ARNG-TRI), and perform as liaisons with their respective training components, U.S. Army Training and Doctrine Command (TRADOC), Headquarters, Department of the Army (HQDA), and the ARNG's The Army School System (TASS) schoolhouses to facilitate synchronization of efforts for increased schoolhouse readiness.
Key Responsibilities:
<ul>
<li>Review Government-provided Training Requirements Analysis System (TRAS) documents to ensure compliance with relevant laws and regulations while maintaining cognizance of conditions unique to the ARNG training environment.</li>
<li>Analyze existing CMF Program of Instructions (POIs) to identify missing, revised and stricken tasks and report findings in conjunction with TRADOC accreditation compliance services.</li>
<li>Utilize Army Training Requirements and Resource System (ATRRS) to generate reports and make recommendations regarding all aspects of the Training Management Lifecycle (TMLC) Training Management Lifecycle Diagram for the CMF The Army School System (TASS) units. This is not limited to analysis on Training Resource Arbitration Panel (TRAP) processes, quota utilization, Army Program for Individual Training (ARPRINT), schedule builds, Structure Manning and Decision Review (SMDR), Institutional Training Workshop (ITW), and Training Coordination Council Workshop (TCCW). The CMF SME shall make recommendations based on the following:
<ul>
<li>Instructor to Student Ratio (ISR) Report (Annual). Review The Army Centralized Individual Training Solicitation (TACITS) annually (refer to Army Regulation 350-10) to ensure the CMF TASS units have equal ISR for like courses and the Annual and Resourced Capacities are set IAW ARNG-TRI policy. Provide an ISR Report notifying the Government of any discrepancies that would result in the National Guard Bureau (NGB) updating ISRs for each location. Provide their complete analysis via email to the COR-RA.</li>
<li>Training Coordination Council Workshop (TCCW). Attend the annual TCCW either on-site or virtually, as directed by the TRADOC Training Operations Management Activity (TOMA). The TCCW is typically held in February. During the TCCW, each proponent provides a presentation on the state of their CMF and the CMF SME briefs the instructor status for their CMF.
<ul>
<li>TCCW Reports (Annual). Submit a TCCW Report via email to the COR-RA and within 5 days of conclusion of the TCCW. The report shall be provided in a memorandum detailing the outcomes of the TCCW and include items related to the proponent CMF briefs and Reserve Component (RC) instructor status.</li>
</ul>
</li>
<li>ARPRINT Report (Annual). Utilize the ATRRS Reports Generator Module to run an ARPRINT for their CMF TASS units annually to ensure all training requirements are scheduled and scheduled correctly. The contractor shall then submit the ARPRINT to the NGB-TRI POCs and COR-RA via email NLT September 30th.</li>
<li>TRAP 301, 302, and Analysis of Change Cell (AOCC) if applicable. Review and make recommendations for training if the TRAP/AOCC data indicates the need within their CMF (refer to AR 350-10 and ARNG-TRI policy guidance) with their CMF TASS units. TRAP(s): 301 and 302 semi-annual requirements (October - December and July - August) and AOCC annual requirement if applicable (March - May) shall be submitted to the NGB-TRI POCs and COR-RA via email.
<ul>
<li>Present an informational brief to the annual ITW audience, either on-site or virtually, on the status of their CMF for a period lasting no more than 30 minutes per CMF and allow up to 15 minutes for questions and answers session per CMF. Historically, the ITW has been held in June or July and consists of the following tasks: Submission of a PowerPoint presentation for each CMF (no more than 15 slides per CMF, including an introduction cover slide and conclusion slide) to the ARNG-TR-I Branch Chief for approval at least 25 days prior to the ITW. The presentation shall include recent Proponent information regarding future CMF structure and CMF initiatives including course changes. Maintain up-to-date CMF status information from the CMF proponent through liaison phone conversations, meetings, or workshops. Thereafter, the COR-RA will submit any requested changes back to the CMF SME for corrections and the CMF SME shall submit the final ITW PowerPoint presentation to the COR-RA not less than 5 business days after COR-RA's submission. The Government will provide the location of the ITW at least thirty (30) days prior to the workshop.</li>
</ul>
</li>
<li>Class Start and End Date Report (Quarterly). Run a Class Start and End Date Report (CLSTAEND Report) and analyze all CMF TASS units' ATRRS courses' C3 screen (School Portal - Class Schedule Function) to ensure all scheduled training is IAW AR 350-10 and ARNG-TR published guidance. The CLSTAEND Report shall be run quarterly during the first calendar week of each quarter (October, January, April, June). Report non-conformity and provide negative reports to the NGB-TRI POCs and COR-RA via email NLT the 15th day of each quarter.</li>
<li>Potential Non-Conduct Class Report/Summary (Weekly/Quarterly). Run a weekly Potential Non-Conduct Class Report (POTENON) and a quarterly POTENON summary on the first business day of each quarter to review all CMF TASS units' non-conduct statuses. Re-writes of the POTENONs, if requested by the Government, shall be delivered within five business days of receipt of Government feedback. Notify the COR-RA of the class, deficiency, unit Point of Contact (POC), and any recommended corrective actions, as necessary. Maintain copies of each weekly POTENON and submit a Quarterly POTENON Summary Report not later than the 15th day of each quarter (15 JAN, 15 APR, 15 JUL, and 15 OCT), and email a copy of the quarterly summary report to the Government Technical Monitor (GTM) and COR-RA.</li>
<li>ATRRS Inputs and Outputs Deficiency Report (Daily). Check the Efficiency Performance Management Module (EPM2) ATRRS Inputs and Outputs Deficiency Report daily to discover whether a given course taught by one of their CMF TASS units is in the report. If it is in the report, CMF SMEs shall contact the Course Manager listed in ATRRS and school Commandant via email.</li>
<li>TRADOC TASS Readiness Analysis (Quarterly). Utilize the ATRRS TRADOC TASS Readiness Reports (TTRR) for each CMF TASS unit and deliver the following TRADOC TASS Readiness Analysis on a Quarterly basis:
<ul>
<li>TRADOC TASS Readiness: Instructor Maintenance Tab (Monthly/Quarterly). Monitor the Instructor Maintenance/TDA TAB to determine whether a schoolhouse has fewer than 90% of cadre assigned, or less than 90% of their instructors certified and report the findings to the COR-RA monthly. Create a quarterly summary report identifying and analyzing trends. The quarterly report shall be emailed to the COR-RA no later than the 15th day of each quarter.</li>
<li>TRADOC TASS Readiness: Instructor Scheduling Tab (Monthly/Quarterly). Monitor the Instructor Scheduling Tab and report monthly to the COR-RA all instances where instructors are performing instructor duties less than 80% of instructor's available time via email. Work directly with institutions in violation of the TRADOC policy and TASS guidance. Create a quarterly summary report identifying and analyzing trends and email a copy to the GTM and COR-RA no later than the 15th day of each quarter.</li>
<li>The Over-Under Scheduled Report (Monthly/Quarterly). Monitor the Over- Under Scheduled Report monthly and work directly with institutions in violation of TRADOC policy and TASS guidance. Create a quarterly summary report identifying and analyzing trends. The report shall be emailed to the GTM and COR-RA no later than the 15th day of each quarter.</li>
</ul>
</li>
<li>CMF Summary of TSP Updates Reports (Monthly). Answer ATRRS query report requests and provide CMF "help desk" operations in support of the CMF TASS units, state Quota Managers (QMs), and ARNG TASS requirements. CMF SMEs shall promptly address each request.
<ul>
<li>The CMF SME shall not prepare any report(s) for any proponent outside the ARNG without prior approval from the COR-RA. This does not limit or preclude the CMF SME from engaging with the CMF Proponent or TRADOC. These reports affect or influence the current and future activities of the CMF training locations in support of the ARNG-TRI mission.</li>
</ul>
</li>
<li>Provide, as needed, analysis for requests involving mobilization, transformation, and unit-reset related training solutions (short and long term) per AR 350-1. The request will be made via email or phone call from the COR-RA or ARNG-TRI. Recommendations shall be provided to the NGB-TRI POCs and COR-RA via email.</li>
<li>TDA/BOIP Analysis (Monthly). Review the Table of Distribution and Allowance (TDA) equipment discrepancies per Basis of Issue Plan(s) (BOIP) and TSPs and shall provide a monthly analysis summary. The COR- RA or CMF Proponent will provide the BOIP(s) upon publication.</li>
<li>TASS Regulation Analyses Report (Monthly). Analyze regulations, policies, pamphlets, and report suggested changes in memorandum format via email to the COR-RA within 3 business days for review. Historically, all CMFs combined require 42 TASS regulation analyses per year. A report summarizing the monthly TASS regulation analyses performed shall be included as part of monthly reporting requirements.</li>
</ul>
</li>
<li>Prepare and support various written deliverables.</li>
</ul>
Qualifications &amp; Requirements:
<ul>
<li>Education and Experience for all CMF SMEs except Aviation:
<ul>
<li>Education: Bachelor's degree (preferred), and</li>
<li>Ten (10) years of military experience, or</li>
<li>Five (5) years of experience at a military schoolhouse as an instructor or course manager.</li>
</ul>
</li>
<li>Education and Experience for the Aviation CMF SME at Anneville, PA, or Arlington, VA:
<ul>
<li>Education: Bachelor's degree or an Airframe and Powerplant (A&amp;P) license from the Federal Aviation Administration (FAA), and</li>
<li>Three (3) years of experience at a military schoolhouse as an instructor or course manager.</li>
</ul>
</li>
<li>Ability to travel (Approximately 15%).</li>
</ul>

Training Specialist

<h3>Job Description</h3>
Job Description
NO NIGHTS. NO WEEKENDS.&nbsp;
Benefits: We offer medical insurance, dental insurance, 401K, child care discount, and paid time off.&nbsp;
Competitive pay above industry average.&nbsp;
Have fun while at&nbsp;work!&nbsp;
An&nbsp;Assistant&nbsp;Teacher at The Goddard School is responsible for establishing and maintaining a safe, healthy and nurturing learning environment.
Additionally, they&nbsp;are responsible to work together with the Lead&nbsp;Teacher and in conjunction with the entire faculty.
Educational Qualifications All candidates, who wish to be considered for the position of Assistant Teacher must meet one or more of the following criteria:&nbsp;
<ul>
<li>High School Diploma&nbsp;or equivalent.&nbsp;</li>
<li>A current CDA or Early Childhood Teaching Credential.</li>
<li>An Associate's Degree or higher in Early Childhood Education</li>
<li>Child Development, Elementary Education. A Bachelor’s degree or higher in Early Childhood Education</li>
<li>Elementary Education, Child Development.</li>
</ul>

Teacher Assistant- Infant

<h3>Job Description</h3>
Job DescriptionSchool Based Therapist (LCSW, LMSW, PLPC, LPC)
Location: Ste. Genevieve, MO Full-Time: Exempt Base Pay: $47,500 - 50,000/year dependent upon licensure and experience.
Schedule:
<ul>
<li>Four 10-hour days (~ 7:30a - 6p: weekdays only) - Effective March 2025OR</li>
<li>Standard, five 8-hour days (~ 7:30a - 4p: weekdays only)</li>
</ul>
The employee will have the ability to choose if they wish to work a four- or five-day work week. The four-day workweek offers flexibility to our employees while also meeting the needs for our clients. The scheduled working days will require some flexibility to ensure that client needs are being met. If the four-day option is selected, the employee would be required to conduct family therapy, in the office, during the hours outside of the typical school day. This will reduce the need for clients to be in two separate programs (school based services for individual therapy | outpatient for family therapy) and will allow for a more comprehensive treatment approach.
Minimum Required Qualifications:
<ul>
<li>Master's Degree in a Mental Health Field (MSW, Clinical Counseling, Mental Health Counseling, Etc.),</li>
<li>Provisional Therapy License required (PLPC/LMSW). LCSW or LPC also eligible.
<ul>
<li>Note: candidate must be eligible for licensure if not already obtained, this would include successful passing of relevant licensure testing such as NCE or LMSW Exam.</li>
</ul>
</li>
<li>Previous experience providing crisis intervention, case management, and/or therapy is preferred.</li>
</ul>
This position requires a valid driver's license, proof of continuous auto insurance, and must have an acceptable driving record as outlined by agency policy.
Community Counseling Center is proud to offer FREE clinical supervision towards full licensureship for up and coming therapist!*
The short and sweet:
Community Counseling Center is looking for a School Based Therapist (SBT) to provide direct clinical assessments and disposition of emergencies within the local public schools. In this position, you would also conduct admission services for various programs, coordinate and make appropriate referrals, ensure clients receive appropriate services, and conduct appropriate screenings and testing to help guide referrals. When school is not in session (Winter/Summer Breaks) you will be seeing clients, as needed, in the office setting.
What is School Based Therapy?
The focus of School Based Therapy is to decrease possible barriers for children to receive treatment by providing therapy services in schools. The program works closely with the local schools to prevent school expulsions due to mental health symptoms that may be hindering to the student's educational success.
What your duties would look like as a School Based Therapist:
<ol>
<li>Providing a variety of mental health services in the school setting: As the SBT, your main role is to provide therapeutic interventions and crisis assessments to children within the school setting. This would include providing assessments, making disposition on emergencies, which includes assisting with hospitalizations, coordinating with other internal programs, coordinating with outside resources, and, if necessary, completing involuntary commitment processes. You would also follow-up on disposition to ensure linkage has occurred.
<ol>
<li>If working four- ten hour days, required to provide family therapy at the CCC office outside of typical school hours</li>
</ol>
</li>
<li>Documentation: You will need to ensure that your documentation is complete, and accurate. This includes completing treatment plans, progress notes, DLA-20, updates, and all chart requirements. You also will need to ensure you involve the family and school in treatment planning and facilitating the needs of the client.</li>
<li>Team Based Approach: In the School Based setting, it is imperative that you utilize a team-based approach to working with our clients. Having a positive attitude and being able to work with a multi-disciplinary team is a key factor to success in this role.</li>
</ol>
What you already know!
<ol>
<li>You know how to manage your time wisely and keep yourself organized. Saying that the SBT is "busy" is a bit of an understatement. There will be days where there are three crisis situations happening simultaneously, all at different school locations, while you are still writing your documentation for the first crisis you had contact with. Staying organized and having excellent time management skills will help you succeed in this position.</li>
<li>How to provide quality mental health services. You're more than familiar with the world of mental health and understand the importance of having a client-centered approach to treatment. Additionally, you have a master's degree in Mental Health and are fully, or provisionally licensed, or are eligible for your provisional license.</li>
<li>How to communicate effectively. There are many moving parts associated with a client's treatment, and you know how to navigate these effectively to ensure the client is receiving appropriate services.</li>
</ol>
What you will learn (if you don't know already)!
<ol>
<li>How to deliver therapy services to a diverse youth population with a wide variety of mental health needs.</li>
<li>How to utilize your time management skills for collaborative documentation to ensure all notes are being completed on time; as well as how to manage your client load to ensure you are providing quality, and timely services.</li>
<li>The importance of self-care, not only to help our clients, but also ourselves. This position can be hectic, and it is important to demonstrate those self-care techniques to ensure you are not getting burnt out.</li>
</ol>
How Success is Measured:
<ol>
<li>Direct Service: Consistently meeting with clients for follow up appointments post-crisis situations as well as after therapeutic interventions.</li>
<li>Documentation: Providing quality, thorough, and concise documentation. Ensuring that your documentation is completed within the designated timeframe by utilizing collaborative documentation.</li>
<li>Client Success: Provide appropriate community aftercare, including but not limited to assisting the family with the registration process through CCC, assisting families with finding community mental health services, and identifying community needs within the school setting.</li>
<li>Communication: Communicating with the schools about outcomes, communicating with treatment team about client's needs, and consulting on crisis appointments as needed.</li>
</ol>
About the School Based Team:
Aside from working with and helping our clients, you will find that the School Based team is will check all of the boxes that you are looking for when it comes to a team based approach and is what makes this job really enjoyable.
If you are interested in staying busy, not being stuck behind a desk, and meeting a wide variety of people; this is the position for you. However, if you struggle with managing your time and staying organized, or don't fare well with constant change, I would encourage you to take a look at some of our other opportunities.
The Agency Community Counseling Center (CCC) - Your Behavioral Health + Wellness Resource - is a behavioral health organization that has been serving the public since 1974. We are an administrative agent for the Missouri Department of Mental Health, and we are entrusted to provide a full array of comprehensive behavioral health services within our five county catchment area. Our Mission is to provide and support personal growth, wellness, and improved quality of life through the delivery of comprehensive behavioral health services to individuals and families residing in Bollinger, Cape Girardeau, Madison, Perry, and Ste Genevieve counties in Missouri.
Our Vision is to create a diverse and inclusive behavioral healthcare system where individuals and families can readily access mental health and substance use services, feel welcome, accepted, and leave services with hope and improved quality of life.
Commitment to Inclusion
We believe that an inclusive workforce fuels innovation and enables us to better serve our diverse customer base. We actively seek out applications from individuals of all races, ethnicities, genders, sexual orientations, abilities, religions, socio-economic backgrounds, etc. Through inclusive hiring practices, unbiased selection processes, and ongoing training, we are dedicated to creating a workplace where everyone feels valued, respected, and empowered. Join us in building an inclusive environment where every employee can thrive and contribute their unique perspectives to best meet the needs of our clients and communities.
Our Benefits
<ul>
<li>24 Paid Days Off Your First Year
<ul>
<li>+ get a day off for your birthday!</li>
</ul>
</li>
<li>Seven Paid Holidays</li>
<li>Competitive Health, Dental, Vision, and Supplemental Insurance</li>
<li>Company Paid Life and LTD Insurance</li>
<li>Retirement Auto-Enrollment</li>
<li>Public Service Loan Forgiveness (PSLF)</li>
<li>National Health Service Corps (NHSC) Approved Site National Health Service Corps (Loan Repayment for Clinicians)</li>
<li>Employee Referral Program</li>
<li>Much More!</li>
</ul>
We partner with local resources to provide free training to staff to maintain CEU requirements for licensure, as well as reimburse the cost for licensure renewal for staff members providing therapy.
*Upon obtaining full licensure, the employee would be required to enter into a two-year commitment with CCC in order to "pay back" the time invested into the employee. More details will be given during the interview.
Community Counseling Center is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status or any other characteristic protected by law.
CCC will consider requests for reasonable accommodations for qualified individuals with disabilities in accordance with the Americans with Disabilities Act (ADA). If you need a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, etc., please contact <a href="mailto:employment@cccntr.com" target="_blank">employment@cccntr.com</a> to speak with us about your needs.

School Based Therapist

<h3>Job Description</h3>
Job Description
The Goddard School is looking for a dynamic preschool teacher for our play-based program. Ideal candidates will have some childcare experience and the willingness to learn. Responsibilities include the daily care of the children, carrying out lessons, parent interaction, cleaning of the classroom and more. We offer hands on center based training, the opportunity to move up and to further education in the field. We are lookng for someone to work 9 am to 6pm Monday through Friday.

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