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<h3>Job Description</h3>
Job Description
Interim Healthcare of Scranton, Pennsylvania is now hiring School-Based Intervention Specialists for the school year 2025-2026.
<ul>
<li>Covering local school district needs in Lackawanna County&nbsp;</li>
<li>
Competitive pay: $22–$24 per hour
</li>
<li>
Consistent schedule: Follows the school calendar with weekends, holidays (unpaid), and summers off
</li>
<li>Summer schedule: Evening and Overnight hours commonly offered in various settings such as group homes, personal care homes, and in-home care. Occasional daytime hours may be offered at summer camps, ESY, or on weekends.</li>
<li>
Verbal and Physical De-Escalation Training will be provided
</li>
<li>
Health Insurance, PTO, Direct Deposit, Referral Bonuses, and more...
</li>
</ul>
Interim Healthcare of Scranton is seeking reliable, compassionate, and proactive Intervention Specialists to join our school-based team. This role supports students in Emotional and Behavioral Support (EBS) classrooms, providing one-on-one assistance and helping maintain a safe and supportive learning environment.
Key Responsibilities for the School-Based Intervention Specialist:
<ul>
<li>
Provide direct support to students with emotional and behavioral needs
</li>
<li>
Serve as the lead response&nbsp;during crisis situations in the classroom
</li>
<li>
Utilize de-escalation techniques to manage challenging behaviors and promote student safety
</li>
<li>
Work collaboratively with teachers, aides, and behavioral staff
</li>
<li>
Support the student’s daily routines, including academics, transitions, and behavioral goals
</li>
</ul>
Minimum Qualifications for the School-Based Intervention Specialist:
<ul>
<li>
High school diploma or GED required
</li>
<li>
Experience working with children, especially in behavioral or special education settings, strongly preferred
</li>
<li>
Ability to remain calm and take initiative during high-stress situations
</li>
<li>
Strong communication and teamwork skills
</li>
<li>
Dependability and a commitment to the full school year
</li>
</ul>
Interim&nbsp;HealthCare is an Equal Opportunity Employer. Each Interim HealthCare franchise is independently owned and operated. Not all services are available at all franchises.
©2025 Interim HealthCare Inc. Most offices independently owned and operated.
#IHCNEPAAIDE
PandoLogic. Keywords: Special Education Specialist, Location: Wilkes Barre, PA - 18705 , PL: 598755377

School-Based Intervention Specialist

<h3>Job Description</h3>
Job DescriptionSalary: 50/hr 
Middle School Math Tutor
 
About the Role:
As a Middle School In-Person Math Tutor at Braintrust Tutors, youll work directly with students in a school setting to support their mastery of key math concepts through structured, high-impact intervention sessions. Youll deliver instruction with fidelity to our curriculum, reinforce classroom learning, and help students build the confidence and skills needed for academic success.
 
About Us:
Braintrust Tutors is a nimble, mission-focused company transforming the way students access high-quality, high-impact tutoring. Through innovative technology, data-informed practices, and strong district partnerships, we deliver scalable impact where it's needed most. If you're passionate about education and energized by big challenges, we want you on our team. 
 
Tutoring Details:
<ul>
<li>Start Date - Mid-October</li>
<li>12-week tutoring assignment</li>
<li>School Hours typically 8a-12p or 9a-1p</li>
<li>3-4 days a week</li>
<li>6th-8th grade</li>
<li>45-minute sessions/small groups</li>
<li>Pay Per Day - $150 (4 sessions) or $187.50 (5 sessions)</li>
</ul>
What You Will Do:
<ul>
<li>Provide in-person, small-group or 1:1 math tutoring to middle school students during the school day or after school</li>
<li>Implement Braintrusts math intervention programs with fidelity, using provided lesson plans and materials</li>
<li>Monitor student progress and adjust instruction based on ongoing performance and feedback</li>
<li>Maintain accurate records of student attendance, engagement, and academic growth</li>
<li>Collaborate closely with Braintrusts Operations team and school staff to align tutoring with student learning goals Foster a supportive and engaging classroom environment that promotes focus and confidence</li>
<li>Follow school-site procedures and policies while maintaining a professional and dependable presence</li>
<li>Use provided assessments and progress monitoring tools to guide instructional decisions</li>
</ul>
 
What You Will Have:
<ul>
<li>Bachelors degree in Education or a related field</li>
<li>Active or expired teaching license</li>
<li>Understanding of middle school math instruction focused on explicit, structured teaching of topics from fraction and decimal operations to algebraic equations, graphing, and functions, with experience using consistent lesson formats and strategies for conceptual reinforcement and word problem practice</li>
<li>Experience working with middle school-aged students preferred</li>
<li>Strong classroom management and communication skills</li>
<li>Comfort navigating a school environment and collaborating with teachers and staff</li>
<li>Punctuality, professionalism, and reliability for all scheduled sessions</li>
<li>Passion for improving math outcomes and closing opportunity gaps</li>
</ul>
 
Next Steps!
<ul>
<li>Join an information session to learn more about how our tutoring works - invitations to qualified tutors will be sent in mid-August </li>
<li>Complete a one-way interview</li>
<li>Meet with a Recruiter to ask any questions that you have about working with us</li>
</ul>
 
Braintrust Tutors is an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law. We are committed to creating an inclusive environment that welcomes and celebrates diversity.

Middle School Math Tutor

<h3>Job Description</h3>
Job DescriptionBenefits: 
<ul>
<li>Competitive salary</li>
<li>Dental insurance</li>
<li>Employee discounts</li>
<li>Health insurance</li>
<li>Opportunity for advancement</li>
<li>Paid time off</li>
<li>Training &amp; development</li>
<li>Vision insurance</li>
</ul>
 We are seeking a passionate and dedicated Assistant Preschool Teacher to join our team. At The Learning Experience, you can have the opportunity to create a positive and engaging learning environment for children, where "happy happens here" is not just a motto but a way of life. We are looking for someone committed to helping children learn, play, grow, and thrive and providing the tools they need to succeed academically and emotionally. If you are a caring and creative individual passionate about working with children, we encourage you to apply for this exciting Assistant Preschool Teacher opportunity. This is an entry-level position. What We Offer Our Assistant Preschool Teachers: 
<ul>
<li>State-of-the-Art Classrooms: Our immersive classroom setting utilizes the latest technology, materials, and resources to allow children to "learn, play, and grow.</li>
<li>Opportunities for Growth: We offer ongoing training and professional development, tuition reimbursement, and leadership pathways to help you meet your goals as an educator.</li>
<li>Competitive benefits and premium compensation</li>
</ul>
 As an Assistant Preschool Teacher, you will: 
<ul>
<li>Partner with other preschool teachers to implement our proprietary curriculum and have the unique opportunity to use our engaging characters to make TLE a fun place for children to learn, play, and grow.</li>
<li>Maintain quality compliance and health and safety standards throughout the daycare classrooms and programs.</li>
<li>Collaborate with your peers to create a great working environment and a welcoming and engaging daycare space for children.</li>
<li>Communicate with parents and families, sharing their child's latest adventures and achievements through various avenues, including mobile apps and personal discussions.</li>
</ul>
 Do You: 
<ul>
<li>Have a genuine passion for the education and care of children?</li>
<li>Have a high school diploma/GED (ECE coursework preferred)?</li>
<li>Meet any applicable state licensing requirements for the role?</li>
</ul>
 If this sounds like the perfect fit for you, Apply Now to learn more about joining our friendly and supportive daycare team. Assistant Preschool Teacher Benefits 
<ul>
<li>Health insurance</li>
<li>Paid time off</li>
<li>Dental insurance</li>
<li>401(k)</li>
<li>Vision insurance</li>
<li>Flexible schedule</li>
<li>Tuition reimbursement</li>
<li>401(k) matching</li>
<li>Referral program</li>
<li>Employee discount</li>
<li>Professional development assistance</li>
</ul>
There are applicable state licensing requirements for the role.

Assistant Preschool Teacher

<h3>Job Description</h3>
Job Description
About the School
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.
About the Position
 
Division: High School 
Reports to: Assistant Principal for School Life
Location: On-site at 4200 Davenport Street, NW, Washington, DC Type of Opportunity: Part-time, permanent, benefits-eligible
FLSA Status: Exempt
Compensation: $30,000 - $38,000 annually
Note: Applications will be reviewed on a rolling basis.
Georgetown Day School, a co-ed Pre-K-12 school in Washington, DC, seeks a Head Debate Coach to lead its nationally recognized policy debate program. The Head Debate Coach will oversee the program’s day-to-day functions, mentor students, and collaborate with families and colleagues to support student success. This part-time position requires approximately 10 - 20 hours per week (Monday through Friday), plus travel to tournaments on approximately 16 weekends throughout the 2025-2026 school year. The role offers a rewarding opportunity to contribute to students’ growth as individuals and teammates and to represent GDS on the national debate circuit. 
Responsibilities
<ul>
<li>
Lead in-person practices (four days per week) to prepare students for varying levels of debate competition.
</li>
<li>
Judge and coach students at in-person and/or virtual debate tournaments.
</li>
<li>
Organize and host GDS’s annual national debate tournament.
</li>
<li>
Schedule and coordinate tournament participation, including travel and logistics.
</li>
<li>
Communicate regularly with students, families, and school administration.
</li>
<li>
Foster a team culture rooted in inclusion, collaboration, and respect.
</li>
<li>
Partner with school leadership to shape the organization and structure of the debate program.
</li>
<li>
Strengthen connections and collaboration between the Middle and High School debate programs.
</li>
</ul>
Qualifications
<ul>
<li>
Bachelor’s degree required. 
</li>
<li>
Experience working with students in an educational or extracurricular setting.
</li>
<li>
A minimum of three years of debate experience, as well as coaching and program leadership experience, is strongly preferred.
</li>
<li>
Familiarity with various types of debate, including Policy, Lincoln-Douglas, and Public Forum.
</li>
<li>
Ability to manage competing priorities, work independently, and meet strict deadlines.
</li>
<li>
Demonstrated care and concern for children and their families.
</li>
<li>
Strong written and verbal communication skills 
</li>
<li>
Commitment to the values of diversity, equity, and inclusion, and to honoring the dignity and worth of every individual.
</li>
</ul>
Americans with Disability Specifications
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
 
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.
The noise level in the work environment is usually moderate.
To Apply
Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: <a href="http://www.gds.org/Recruiting" target="_blank">http://www.gds.org/Recruiting</a>. To find out more about the school, candidates should visit our website at <a href="http://www.gds.org" target="_blank">www.gds.org</a>.
As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

High School Head Debate Coach (part-time, 25-26)

<h3>Job Description</h3>
Job DescriptionSalary: $55,500 - $90,000 
Special Education Teacher
190 work days
 
Reports to: Principal
 
Organizational Overview
 
Grow Public Schools (GPS), founded by the Grimm Family Education Foundation opened its doors in August 2011. Located in Arvin, California, Grow Academy is an independent public charter school where health and wellness is at the center of student success. Grow Academy implements a rigorous blended learning model where students actively engage in a unique, diversified learning environment in our Learning Lab, music program, physical education, and Edible Schoolyard (ESY) program.
 
In 2016, Grow Public Schools (GPS), formerly Grimmway Schools, was established as the Charter Management Organization (CMO) responsible for support and management of the academies. Today, GPS is redefining academic excellence in Kern County as a multi-campus charter school operator. GPS operates Grow Academy (GA) Arvin, and GA Shafter, both TK-8 schools with over 800 students. We hold high expectations for our students, parents, teachers, and staff to ensure a supportive and successful learning environment to close the opportunity gap in some of the highest need communities in California.
 
Job Summary: Grow Public School teachers develop joyful classroom environments that establish high expectations for student growth and achievement and attend to the health and wellness needs for each individual student. This includes planning, organizing and implementing standards-aligned lessons, activities, and assessments. Teachers collaborate across grade levels and departments to provide a rigorous academic program. In addition, teachers will work collaboratively with coaches, instructional support staff , the Edible School Yard team, and learning lab staff to ensure that school wide goals are met. Work is performed under the supervision of the principal.
 
Teacher Responsibilities will include:
<ul>
<li>Implement and execute the adopted Grow Public Schools Units of Study and high-quality instructional materials.</li>
<li>Prepare and implement integrated lessons that lead to deep student understanding based on state standards.</li>
<li>Differentiate lesson plans for a variety of learners (English Language Learners and/or students with IEPs, etc.)</li>
<li>Participate fully in weekly instructional coaching activities (including analysis of student learning, intellectual prep, observation debrief, etc.) and execute on next steps from the weekly coaching meeting. Provide experiential learning opportunities including integration with the ESY curriculum and project based learning framework. ,</li>
<li>Develop a classroom learning environment that reflects the schools core values and school wide expectations in order to emphasize on a college-going culture.</li>
<li>Collaborate with the learning lab staff and Small Group Instructors (SGIs) to implement students Individualized Learning Plans (ILPs), integrating online learning platforms based on student need.</li>
<li>Assessstudent progress and maintaining accurate standards-based grading records, utilizing various student information management systems and technology platforms.</li>
<li>Maintain frequent communication with scholars, scholars families, colleagues, and school leaders (both in-person and virtually).</li>
<li>Provide frequent and timely feedback on student learning.</li>
<li>Encourage and monitor the progress of individual students and using information to adjust teaching strategies.</li>
<li>Implement the GPS school-wide Positive Behavior Intervention and Support framework with fidelity and provide weekly communication to families on students academics and behavior, as needed.</li>
<li>Update and maintain all necessary records accurately and completely as required by laws, district policies and school regulations.</li>
<li>Prepare required reports on students and activities.</li>
<li>Deliver grade level specific SEL curriculum to foster the health and wellness of all students.</li>
</ul>
 
Other functions of the job include but are not limited to the following:
<ul>
<li>Demonstrate preparation, skill, and a growth mindset for working with students from diverse cultural, economic and ability backgrounds.</li>
<li>Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls and answer emails.</li>
<li>Active participation in relevant professional learning opportunities provided on site, through the GPS CMO, or an outside provider.</li>
<li>Mentor peers to help them develop the skills needed to progress as teachers, as needed.</li>
<li>Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations as directed.</li>
<li>An enthusiasm for Edible Education and experiential problem based approach to learning.</li>
<li>Other duties as assigned.</li>
</ul>
 
Requirements:
<ul>
<li>A Bachelors degree</li>
<li>A CA state Multiple or Single subject teaching credential or intern credential, with an English Learner Authorization as required by the state of California</li>
<li>Demonstrated mastery of classroom skills including classroom management, planning, assessment and instructional practice</li>
<li>Proficiency with various technologies and teaching tools</li>
<li>Bilingual ability preferred but not required</li>
</ul>
 
Physical requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear.
 
The employee frequently is required to stand; sit; walk; use hands to finger; and reach with hands and arms. The employee must have the ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations. The employee is occasionally required to push, move, lift or otherwise bear up to 10 pounds, and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and peripheral vision. Specific hearing abilities are required by this job.
 Work Environment: This position is in-person, in instructional facilities located in Kern County. Some travel is required to other work sites.

Special Education Teacher (Substitute)

<h3>Job Description</h3>
Job DescriptionAbout the School
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.
About the Position
Division: High School Department: Science Location: On-site at 4200 Davenport Street, NW, Washington, DC Start Date: August 18, 2025 Type of Opportunity: Part-time, temporary, potentially benefits-eligible FLSA Status: Exempt Compensation: Pro-rated salary and based on experience Note: Applications will be reviewed on a rolling basis.
Georgetown Day School, an independent day school in Washington, DC, seeks a part-time High School Physics teacher (long-term substitute) for the 2025-26 school year. Primary job responsibilities include teaching two sections of Science at the high school level. Secondary responsibilities include offering student support outside of class, engaging with parents, meeting regularly with department grade-level teams, and attending divisional meetings. As a diverse, inclusive school devoted to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.
Essential Duties/Responsibilities
<ul>
<li>
Teach two sections of Science courses as assigned at the high school level.
</li>
<li>
Create rich content, incorporate creative pedagogy, and develop authentic relationships.
</li>
<li>
Work collaboratively with colleagues, and place the students’ interests and experiences at the heart of the classroom. 
</li>
</ul>
 
Additional Duties and Responsibilities
<ul>
<li>
Accomplish all tasks as appropriate. Other duties outside this description may be assigned as necessary. 
</li>
</ul>
Qualifications
Experience, Education, and Licensure
<ul>
<li>
B.S. in Science or a related field is required (Master's degree preferred)
</li>
<li>
Three years or more of teaching experience is preferred. 
</li>
<li>
The ideal candidate will have the capacity to teach one section of game theory in addition to extended physics classes (i.e. Physics I honors-level course or an upper-level Electricity &amp; Magnetism class)
</li>
<li>
The ideal candidate will have the capacity to teach introductory physics, as well as more advanced courses within the discipline. 
</li>
<li>
The ability to teach math through calculus would be preferred but is not required.
</li>
</ul>
Skills 
<ul>
<li>
Facilitating student growth
</li>
<li>
Leading dynamic classroom conversations that build on students' ideas
</li>
<li>
Applying knowledge of adolescent intellectual, social, and emotional development in teaching practices
</li>
</ul>
Americans with Disability Act Specifications
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.
The noise level in the work environment is usually moderate.
 
D.C. Wage Transparency Act 
 
Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $64,000 annually for the 2025-2026 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.
To Apply
Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: <a href="http://www.gds.org/Recruiting" target="_blank">http://www.gds.org/Recruiting</a>. To find out more about the school, candidates should visit our website at <a href="http://www.gds.org" target="_blank">www.gds.org</a>.
As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

High School Physics Teacher (long-term sub, Aug. '25 - Dec. '26)

<h3>Job Description</h3>
Job DescriptionMinimum 1+ years Deaf &amp; Hard of Hearing Specialist experience required. 
This position seeks a skilled educator specializing in teaching students who are deaf or hard of hearing for a K-12 school setting. The role is itinerant, requiring travel to multiple school sites within the Aurora, CO area to provide direct service and support to students across various locations.
Key responsibilities include managing a caseload of 16 students ranging in age from early childhood through 21 years old. The teacher will deliver tailored instruction and support designed to meet individual student needs, collaborating with families, school staff, and related service providers. Ensuring pliance with Colorado Department of Education (CDE) standards and maintaining all required documentation will be essential.
Qualifications and experience desired:
<ul>
<li>Valid CDE licensure specific to Deaf/Hard of Hearing teaching endorsement</li>
<li>Experience working with students who are deaf or hard of hearing across early childhood through young adulthood</li>
<li>Ability to develop individualized education plans and implement appropriate instructional strategies</li>
<li>Strong munication and collaboration skills for working with diverse teams and students with varying hearing needs</li>
<li>fortable traveling between multiple school locations, managing schedule efficiently</li>
</ul>
Position details:
<ul>
<li>Location: Aurora, Colorado</li>
<li>Employment type: Contract for the 2025-2026 school year</li>
<li>Start date: August 11, 2025</li>
<li>End date: May 22, 2026</li>
<li>Weekly hours: 30</li>
</ul>
This role offers a meaningful opportunity to impact the academic and social development of students who are deaf or hard of hearing by providing specialized instruction and support. Candidates dedicated to inclusive education and student success are encouraged to apply and contribute their expertise in a dynamic educational setting.
pensation for this position ranges from $28.52 to $48.52. Eligible candidates may also receive healthcare benefits, housing, and meals/incidentals. Full details of our healthcare benefits plan can be found here. This posting is open for 60 days after the posting date.

Teacher of the Deaf and Hard of Hearing (DHH) - Aurora, CO

<h3>Job Description</h3>
Job Description
Dexis is a dynamic professional services firm dedicated to partnering with government and community leaders both in the U.S. and internationally to achieve critical social outcomes in a rapidly changing world. At Dexis, you will experience a corporate culture of inclusiveness, respect, fairness, and trust. You will be given the means and mentorship needed to succeed, and your creativity will be rewarded.
About the Position
Dexis is seeking two (2) Senior Training Specialists for an opportunity within the U.S. Coast Guard Directorate of International Affairs and Foreign Policy Advisor (DCO-I). The purpose of this effort is to provide administrative, technical, and financial support for the USCG DCO-I, Executive Staff Division, Office of Regional Affairs, Passports and Support Division and the Office of Security Cooperation. The Senior Training Specialists will provide Security Cooperation and Security Assistance program management support. This support includes Foreign Military Sales (FMS), Foreign Military Financing (FMF), Maritime Security Initiative (MSI) and Bureau of International and Law Enforcement Affairs (INL) case development and management, technical and administrative support, as well as support to the USCG's Non-Proliferation (NP), Export Controls and Border Security program.
DCO-I is responsible for advising, informing, and assisting the Commandant on strategies, foreign policy matters, and the general impact of USCG programs and operations on U.S. International Affairs. DCO-I coordinates all aspects of USCG International Affairs activities including the managing and executing of the USCG passport and visa issuance program, negotiating agreements, participating in international organizations, training foreign personnel through the United States Government Security Cooperation Training and Education Program, arranging visits by foreign officials, providing technical assistance to foreign governments, and monitoring of USCG personnel foreign travel.
This full-time position is located in the Washington, D.C. area and is required to be on-site, subject to change if requirements shift.
This position requires an active SECRET-level clearance. This position is contingent upon contract award.
Responsibilities
<ul>
<li>Complete all the tasks and perform the duties outlined in the Quota Manager and MTB Liaison Officer Handbook.</li>
<li>Support the DCO-I-2 Team Leader and interact with individual regional training managers to identify their resident training quota requirements, analyze availability based upon assigned annual program allocations, and enter requirements into the quota management system to guarantee matriculation with the identified course.</li>
<li>Submit annual "A" and "C" school international student requirements to FORCECOM as part of the quota build process for the allocation of international resident quotas in USCG schoolhouse courses IAW USCG timelines and as outlined in the Quota Manager Handbook.</li>
<li>Enter data for all students into the student management and tracking system Defense Security Assistance Management System (DSAMS). This data entry includes identifying the type of training, location, student country of origin, and funding source.</li>
<li>Assist with the management of international students and address any student management issues to the appropriate regional training manager and make the appropriate corrections to student training data.</li>
<li>Prepare a weekly statistical report that provides a summary of current and projected IMS's attending USCG resident courses and scheduled Mobile Training Team (MTT) missions.</li>
<li>Analyze historical student training data from available sources annually for the purpose of developing a training trend analysis report over a five (5) year period. The report must include information by various subsets such as geographic, course type, funding, or other information as specifically requested.</li>
<li>Work with the DSAMS managers at the Navy Education and Security Assistance Field Activity (NETSAFA) in Pensacola, Florida to develop new query reports as requested and develop methodologies to portray pertinent data analysis results to identify trends.</li>
<li>In cooperation with Training Center (TRACEN) Yorktown, Mobile Training Branch (MTB), develop, schedule, and manage the execution of all USCG OCONUS MTT's.</li>
<li>Develop the annual USCG international training summary reports for submission as mandated by Congress and other USG agencies.</li>
<li>Facilitate visits by various International only classes of IMS to USCG HQ.</li>
<li>Coordinate with NETSAFA in the development and update of Military Articles and Services Listings (MASL) numbers for all USCG training courses offered to international students.</li>
<li>Manage training and technical assistance program data in standard DoD and USCG data management systems, to include the DSAMS.</li>
<li>Assist in the planning, coordination, execution, and escorting of foreign visitor delegations to USCG Headquarters, training centers, and operational units, which are sponsored by or directly support training and technical assistance programs.</li>
<li>Update the country fact sheets with the completed training data for all residents and mobile training completed in the prior FY.</li>
<li>Ensure Regional Training Managers (RTM) submit the DHS IT Security Program Exceptions to Citizenship Requirement form (DHS 4300A) for their respective IMS's attending USCG resident courses that require computer access.</li>
<li>Provide support to the USCG with FMS case development in DSAMS to include Price and Availability requests, Letters of Offer and Acceptance (LOA), amendments, and modifications.</li>
<li>Provide support to program execution activities that may include Joint Visit Inspections, site surveys, foreign visits, and program reviews.</li>
<li>Provide support to the USCG to coordinate and attend International Acquisition Program reviews and meetings, prepare visit/trip reports, letter, memos, executive summaries, Memoranda For Record (MFRs), transmittals, graphics, briefings, and back up materials.</li>
<li>Assist the DCO-I-2 Security Cooperation Team Lead in the management of security assistance and security cooperation training and technical assistance activities for an assigned geographic or program area of responsibility in support of U.S. strategic objectives.</li>
<li>Liaise with the Combatant Commands, foreign country Security Assistance Officers (SAOs) and Offices, Foreign Commercial Service and Defense Attaches, and USCG regional training managers to aid in developing training and assistance in support of Coast Guard FMS/EDA/FMF/MSI/INL activities.</li>
<li>Assist the DCO-I-2 Security Cooperation Team Lead in the development and continuous coordination and scheduling of training sequences for international students that involve both USCG and other services and include resident courses, on-the-job training programs, and mobile training teams (MTT).</li>
<li>Assist in the development of individual country and/or regional maritime capability development training and assistance projects to combat maritime proliferation and non-proliferation threats and meet DoS program objectives in approximately four (4) to six (6) countries.</li>
<li>Assist in the development and coordination of training sequences for international students that involve both the USCG and other services. These training sequences may include resident courses and on-the-job training programs tailored to an individual student, ship transfer training, and Mobile Education and Training Teams.</li>
<li>Coordinate with the DCO-I-2 Security Cooperation Team Lead to support training and technical assistance program submissions into standard and DoD and USCG data management systems, to include DSAMS and Security Assistance Network Web (SANWEB).</li>
<li>Coordinate with the DCO-I-2 Security Cooperation Team Lead in attending and supporting USCG interests at Security Cooperation program management reviews, conferences, briefings, and workshops in the U.S. and OCONUS for the purpose of coordinating and scheduling international training and assistance.</li>
<li>Coordinate with the DCO-I-2 Security Cooperation Team Lead to assist in the development of interagency, security assistance international agreements, and obtain security cooperation funding from across multiple U.S. Government sources.</li>
<li>Support the DCO-I-2 Security Cooperation Team Lead to develop work plans, activity maps, and budgets for capacity building interagency agreements and to execute these work plans to include scheduling resident students, MTTs, maritime advisors, and subject matter expert exchanges.</li>
</ul>
Qualifications 
<ul>
<li>A minimum of three (3) years of experience working in the foreign assistance or security cooperation field managing international military students and mobile training.</li>
<li>Knowledge of USCG's overall mission, objectives, and programs, including the organization, management, and leadership process by which the USCG will accomplish the international training and security cooperation mission.</li>
<li>Working knowledge of USCG training system, courses of instruction, and training capabilities supporting international military training.</li>
<li>A minimum of three (3) years of experience working with various Title 10 and Title 22 Security Cooperation and Security Assistance programs such as Foreign Military Sales, Foreign Military Financing, International Narcotics and Law Enforcement, International Military Education and Training, and other U.S. grant aid and foreign assistance programs.</li>
<li>A minimum of three (3) years of experience working with various Department of Defense and USCG international military student management systems such as the Defense Security Assistance Management System, and the Student Assistance Network.</li>
<li>Experience with all Microsoft Office 365 applications.</li>
<li>Active Secret Clearance.</li>
<li>Ability to travel CONUS and OCONUS.</li>
</ul>
Dexis is on a mission to help solve today's most pressing global political, social, and economic challenges and create a world where all people are safe and prosperous. As a Dexis employee, you will be challenged, empowered, and mentored. Our motto is "find a way or make a way" — that's how Dexis goes "all in." How will you? 
If you are passionate about this opportunity, apply now! 
Only those applicants who meet the above criteria will be contacted for interview.
Dexis is an Equal Opportunity Employer, and does not discriminate on the basis of race, color, sex, national origin, religion, pregnancy, disability, age, genetic information, military service, veteran status, ethnicity, citizenship, sexual orientation, gender identity, marital status, childbirth and related medical conditions, including lactation, or any other protected class under applicable law.
As part of a competitive benefits package for eligible employees, Dexis provides healthcare insurance in addition to other staff welfare benefits and perks.
If you are hired for a position that is paid from the Dexis home office, you will be required to submit proof that you have received the COVID-19 vaccine unless you qualify for a legally recognized medical or religious exception to the vaccine requirement. This does not apply to AL, AZ, FL, KS, MT, NH, ND, or TX residents.

Senior Training Specialist, U.S. Coast Guard

<h3>Job Description</h3>
Job Description
25-26 Middle School Teacher
About KIPP DC:
When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Teacher salaries are exempt and start at $65,500 and increase with years of experience. Please see the salary scale&nbsp;
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.&nbsp;
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We seek out teachers who are passionate about educational equity, driven by student and family relationships, and constantly seeking to grow. &nbsp;
Why teach High School at KIPP DC:
<ul>
<li>Impact: As one of the highest performing school school systems in the District of Columbia, educators at KIPP DC work in schools that put students at the center of decision making. Culturally responsive learning environments cultivate a sense of belonging for staff and students alike. As a teacher, you will have this foundation to make an impact with your students.</li>
<li>Support: We seek to deliver unparalleled coaching and development to maximize educators' impact. Teachers receive year-round professional development rooted in antiracist practices and aligned to curriculum or role competencies.&nbsp; Frequent feedback and support from school leaders, network content coaches, grade-level chairs, and other teammates improve teachers' craft.&nbsp;</li>
<li>Growth: We believe that all educators should have pathways for growth and development. This means teachers have ample planning time, grade-level and content meetings, and development and wellness days. In our schools, teachers work collaboratively with peers and are able to grow their leadership through opportunities like grade-level chair, fellowships, or school leadership development cohorts.</li>
<li>Highly Competitive Compensation &amp; Benefits: Our instructional salary scales are at the top of the DC market and affirm KIPP DC’s belief that teachers are the cornerstone of schools. Our benefits program supports staff wellness and the school calendar is designed to foster sustainability with ample breaks to recharge from the demands of teaching.&nbsp;</li>
</ul>
What positions are available?
We have two high schools in DC looking for excellent teachers to join their team.
<ul>
<li>Teachers: Teachers aim to teach the whole child. It is our goal to uplift and support our student academic and social-emotional needs. We look for English, Math (Algebra, AP Calculus, and Geometry), Science (Biology, Chemistry, and Physics), and History teachers among other content areas.</li>
<li>Special Education Teachers: Our special education teachers work closely with general education teachers and service providers to fully support our students through interventions that meet their Individual Education Plan goals in inclusion, resource, and pull-out settings.</li>
<li>Specials: Our specials teachers are an important part of our school community. They affirm our students’ identities and build students' talents outside of the core academic spaces.&nbsp; Current specials offerings in our high schools include physical education, digital media, art, computer science, Spanish, and much more!</li>
</ul>
Key Requirements &amp; Responsibilities:
<ul>
<li>Mission Alignment
<ul>
<li>Commitment to KIPP DC’s mission and to advancing its antiracist ambitions&nbsp;</li>
<li>Subscribe to our Vision for Teaching Excellence and commit to professional growth and development</li>
<li>Build trusting relationships with staff, students, and families&nbsp;</li>
</ul>
</li>
<li>Instructional Responsiveness &amp; Content Knowledge
<ul>
<li>​​​Internalize and teach challenging and engaging lessons informed by instructional data</li>
<li>Review student data individually and with department or grade-level teams to plan for re-teaching and follow-up lessons</li>
<li>Attend staff meetings, professional development sessions, and team meetings</li>
<li>When applicable, mentor a Capital Teaching Resident, if assigned to your classroom, by modeling excellent teaching, gradually releasing classroom teaching responsibilities, and implementing weekly coaching and feedback conversations</li>
<li>Serve as a case manager for students with Individualized Educational Plans (IEP’s) on your assigned caseload&nbsp;</li>
</ul>
</li>
<li>Individualized Education Program (IEP) Case Management&nbsp;​​​​​​​​​​​​​​
<ul>
<li>Create and update Student IEP One-Pagers that summarize IEPs for school colleagues&nbsp;</li>
<li>Progress monitory IEP goals for students on your assigned caseload&nbsp;</li>
<li>Complete and distribute quarterly Progress Reports for students on your assigned caseload&nbsp;</li>
<li>Ensure students on your caseload receive mandated accommodations on classwork and assessments&nbsp;</li>
<li>Collaborate with related service providers toward IEP implementation for students on your assigned caseload</li>
<li>Attend and actively participate in all IEP Team Meetings for assigned caseload&nbsp;</li>
<li>Complete required documentation (i.e., IEP Present Levels of Performance, Analysis of Existing Data, IEP Goals, Draft IEP Services) for assigned caseload&nbsp;</li>
<li>Close out required documentation in the special education database (as assigned)</li>
</ul>
</li>
<li>Care of Students &amp; Classroom Culture
<ul>
<li>Build a classroom culture that empowers students, affirms their identities, and creates a sense of belonging for all students</li>
<li>Implement the school-wide and classroom management policies and practices</li>
<li>Create a responsive and inclusive environment for parents and families</li>
</ul>
</li>
<li>Other Information &amp; Requirements</li>
</ul>
<ul>
<li>While students receive instruction from 8:00 am-3:30 pm, KIPP DC teachers are on duty in school Monday through Friday from 7:30 am to 5:00 pm two times a week, and 7:30 am to 4:00 pm three times a week.</li>
</ul>
<ul>
<li>Perform clerical duties, as required, relating to textbooks, instructional supplies, student reports and records, attendance reports, etc.</li>
<li>Perform morning, lunch, and afternoon duties as assigned.</li>
<li>Pass all required background check requirements under the School Safety Omnibus Amendment Act of 2018.</li>
<li>Additional responsibilities may arise during the school year. This could include but not limited to: attending staff and student field trips, open houses, family-teacher conferences, home visits, and other events involving parents and students as needed. We will communicate them to all employees with as much notice and flexibility as possible.</li>
</ul>
Qualifications:
<ul>
<li>Bachelor’s degree (Required)&nbsp;</li>
<li>Commitment to working with students from communities with limited access to quality educational opportunities (Required)</li>
<li>At least one year of teaching experience in a PreK3-12th grade school, lead teaching in higher education courses (college and/or graduate school), TA-student teaching or an education degree (Strongly Preferred)</li>
<li>Bachelor’s degree in content area (Preferred)&nbsp;</li>
<li>Experience/strength in content area (Preferred)&nbsp;</li>
</ul>
Compensation &amp; Benefits:
<ul>
<li>When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Teacher salaries are exempt and start at $65,500 and increase with years of experience. Please see the salary scale here. Teachers can earn up to $5,000 in renewal add-ons to their base salary each year they return to KIPP DC.</li>
<li>KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical.</li>
<li>KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years.</li>
<li>Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter.</li>
<li>All employees who use public transit through WMATA are eligible for pre-tax deductions for transportation costs.</li>
<li>Teachers are provided with a laptop computer for work and access to a discounted cell phone plan for staff/student/parent calls.</li>
<li>Teachers have access to KIPP DC’s additional development and enrichment opportunities such as Special Education Fellowship, School Culture Champion Grants, Classroom Innovation Grants, and various fellowship and pilot programs launched each year.</li>
</ul>
Equal Employment Opportunity Employer
KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.
 Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information.
Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at <a href="mailto:danica.cunningham@kippdc.org" target="_blank">danica.cunningham@kippdc.org</a>. Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. 
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1OVYL3iCKr

Middle School Special Education Teacher (25-26 SY)

<h3>Job Description</h3>
Job Description Summary &amp;#x1F31F; Now Hiring: Assistant Preschool Teacher – PEA Program&amp;#x1F31F; Location: Lawrence Day School, Lawrenceville, NJ Position Type: Full-Time, School Year (10-month position) Start Date: September 2025 Lawrence Day School is seeking a dedicated, passionate, and nurturing Preschool Teacher to join our team as part of the Preschool Expansion Aid (PEA) Program, a New Jersey state-funded initiative focused on providing high-quality, full-day preschool education to three- and four-year-old children. About the PEA Program:The Preschool Expansion Aid (PEA) is designed to expand access to early childhood education by ensuring young learners receive developmentally appropriate instruction in an engaging and supportive environment. As part of this initiative, Lawrence Day School is proud to offer a robust, state-aligned curriculum (Tools of the Mind) that supports the growth and success of every child. Lawrence Day School has joined in the PEA Program in collaboration with the Lawrence Township Public Schools. Ready to Join Our Team? Apply Today! Duties 
<ul>
<li>Support the lead teacher in implementing daily lessons and classroom activities</li>
<li>Supervise and engage children in developmentally appropriate play and learning</li>
<li>Assist with classroom organization, meal/snack times, and toileting routines</li>
<li>Build positive relationships with children and families</li>
<li>Contribute to a safe, clean, and welcoming classroom environment</li>
<li>Participate in staff meetings and professional development opportunities</li>
</ul>
 Requirements 
<ul>
<li>High School Diploma or GED (Required)</li>
<li>CDA or Associate’s Degree in Early Childhood Education (Preferred or must be willing to obtain)</li>
<li>Experience working with young children in a preschool or childcare setting</li>
<li>Strong communication, teamwork, and reliability</li>
<li>A genuine love for working with children and helping them grow</li>
</ul>
 Benefits What We Offer:
<ul>
<li>Competitive salary (based on experience and certification)</li>
<li>Supportive and collaborative work environment</li>
<li>Professional development opportunities at / with Lawrence Township Public Schools</li>
<li>Opportunity to make a meaningful impact in early childhood education</li>
</ul>
 About Us 
Welcome to Lawrence Day School, a trusted child care center and preschool serving the Lawrenceville, NJ, community since 1981. With over four decades of experience, we are dedicated to providing a nurturing, safe, and engaging environment where children can learn, grow, and thrive.
At Lawrence Day School, we believe in fostering a love for learning through play-based activities, developmentally appropriate curriculum, and a caring team of educators. Our experienced staff is committed to supporting each child's unique developmental journey, ensuring they build a strong foundation for future success.
We take pride in being a cornerstone of early childhood education in our community, offering a warm and welcoming space where children feel valued, inspired, and encouraged to explore the world around them.
Join the Lawrence Day School family and experience the difference of quality care and education that has stood the test of time!

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