<h3>Job Description</h3>
Job Description
JOB INFORMATION:
HeyTutor has partnered with a school district in Washington DC and we're looking to hire math tutors who can assist elementary school students during school hours. You will be working with students between grades k-5th. 
You'll be actively supervising students as you help them catch up from learning gaps developed over the past school year.
You must be comfortable passing an IN-PERSON background check.
If you are passionate about a career in education, looking for consistent tutoring hours, or simply just want to provide some assistance to students in your community, this is the perfect opportunity for you! PAY: $29-$32 Pay depends on a combination of education and experience and will be determined at the time of the interview Tutor Rewards &amp; Benefits: 1. Attendance-Based Pay Incentives. 2. We now offer Voluntary Health Care options, including Critical Illness, Hospital Indemnity, and Accident Insurance, at competitive group rates. These benefits&nbsp; are fully employee-paid and not company-sponsored. 3. 401K &nbsp;
JOB DUTIES:
<ul>
<li>Working with groups of students (without the support of a teacher or school site staff);</li>
<li>Prepare area to start tutoring session;</li>
<li>May be responsible for picking up and dropping off students from designated areas in school site;</li>
<li>Take attendance and run lessons through HeyTutor Dashboard (if applicable);</li>
<li>Document student progress with HeyTutor Dashboard;</li>
<li>When requested by manager, facilitate students taking and completing baseline and summative assessments;</li>
<li>Leading a group of students in the tutoring session, using curriculum and materials provided by the program;</li>
<li>Creating an engaging environment that fosters a sense of belonging that kids want to be in;</li>
<li>Supporting students in making positive behavior choices;</li>
<li>Engage and interact with tutoring lessons alongside the students;</li>
<li>Daily clocking in and out of Deputy for shifts; and</li>
<li>Any other duties that may be required by the Company, your manager and/or the School Site.</li>
</ul>
SCHEDULE: 20 Hours per week&nbsp; 9:30-3:00 M-TH&nbsp;
REQUIREMENTS:
<ul>
<li>Must have completed an AA or higher, or be currently enrolled in college/ university.</li>
<li>Tutoring experience (great at working with kids)</li>
<li>Comfortable working in a classroom setting</li>
<li>Clear FBI-DOJ background check (provided through us)</li>
</ul>
 HeyTutor recruits, employs, trains, compensates, and promotes regardless of race, religion, color, national origin, sex, disabilities, age, veteran status and other protected status as required by applicable law. &nbsp;
WHO WE ARE:
 HeyTutor is the leading EdTech company that provides tutoring for over 50 school districts nationwide. After 8 years in business, we’ve served over 400K students and delivered 1M+ lessons. We are growing rapidly in our expansion efforts to help bridge learning gaps caused by the pandemic and support students in need. Our teaching curriculum and high dosage tutoring methodology has been proven to significantly improve test scores. We are proud to be ranked #28 in the country as the best startup employer by Forbes. We offer competitive pay for our tutors, consistent weekly schedule, and rewards for tutors achieving certain milestones. Equal Opportunity Employer: HeyTutor is an Equal Opportunity Employer. We are committed to creating a diverse and inclusive workplace and do not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or veteran status. We encourage individuals of all backgrounds to apply. &nbsp;
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1yG786rM27

Teach for America Program In-Person Tutor '25/'26

<h3>Job Description</h3>
Job Description
Annunciation School in Washington DC is hiring a Spanish Teacher. This role can be full or part time and will teach all grade levels from Pre-K - grade 8.
The Catholic elementary school teacher is responsible to deliver instruction that is based on the approved curricula and mission of the school, and to create a safe, orderly, and Catholic learning environment for his/her students.
The teacher shall: Planning
<ul>
<li>Create lesson plans that align with the Archdiocese of Washington Academic and Religious Standards.</li>
<li>Utilize Standardize Test scores and other forms of assessment to adjust lesson plans and inform instruction.</li>
<li>Plan lessons that are learner based.</li>
<li>Plan lessons that address the various needs of all students.</li>
</ul>
Instruction
<ul>
<li>Deliver a balanced program of instruction that incorporates direct instruction, guide instruction, individual/ group practice, questioning, demonstration and discovery.</li>
<li>Plan individual and group instruction that includes lectures, discussion and hands-on activities.</li>
<li>Administer assessments (both formal and informal) to determine if instructional objectives are being met.</li>
<li>Use assessment data to differentiate instruction to assure that the diverse needs of all students are met.</li>
<li>Assigns class and homework that support the lesson's objective and re-enforces the learning process.</li>
</ul>
Classroom Management
<ul>
<li>Establish classroom procedures that optimize instructional time.</li>
<li>Create and enforce rules that are clear and foster an atmosphere in which all can thrive.</li>
<li>Maintain a positive learning environment based on mutual respect and cooperation.</li>
<li>Set high expectations for achievement.</li>
<li>Assure that Catholic values are the basis of all interactions between students and teacher.</li>
</ul>
Communication
<ul>
<li>Maintain a grade book that reflects students’ progress on a variety of formative and summative assessments.</li>
<li>Monitor students’ grades and communicate status to parents and administration.</li>
<li>Inform students and parents of assignments/projects and provide detailed written instructions, rubrics and due dates.</li>
<li>Routinely post up to date information (homework, projects and grades) to the school’s grade book portal.</li>
<li>Use email, notes home and phone calls to inform parents if a student is not making adequate academic or behavior progress.</li>
<li>Hold conferences with parents if students need academic or behavior intervention</li>
<li>Produce quarterly progress reports and report cards.</li>
</ul>
Catholic Identity
<ul>
<li>Actively foster and support Catholic beliefs, traditions and practices, and tenets of the Catholic faith.</li>
<li>Reflect the Catholic Church’s teaching on social justice and witness service to others. (Policies for Catholic Schools – Fifth Revision – 2022).</li>
<li>Assist in the planning of liturgical ceremonies such as mass, penance services, prayer services, etc.</li>
<li>Lead and encourage prayer in the classroom.</li>
<li>Plan and teach religion classes (if applicable) that align with the ADW Religion Standards.</li>
<li>Attend Catholic liturgical ceremonies (as required).</li>
</ul>
Non-Instructional Duties
<ul>
<li>Perform duties such as carpool, recess, lunch and classroom teacher substitution (as required).</li>
<li>Sponsor clubs and other school activities (as required).</li>
<li>Attend Home and School meetings and other after hour’s school events (as required).</li>
<li>Participate in all required faculty and professional development meetings.</li>
<li>Must obtain Maryland, Virginia, or District of Columbia certification within three years of the date of hire. (Policies for Catholic Schools – Third Edition – 2018)</li>
<li>Must obtain required religious certification (as required)</li>
</ul>
Qualifications:
<ul>
<li>Bachelor’s degree</li>
<li>Current teacher certification in Maryland, Virginia, or Washington, DC (candidates have 3 years from hire to earn their certification)</li>
<li>Knowledge of child development and supervision</li>
<li>Experience teaching in an elementary school setting (preferred)</li>
</ul>
While a conscientious effort has been made to include all duties and expectations of the Archdiocese of Washington elementary school teacher, the above is not all inclusive and the position’s duties may be expanded or modified at the discretion of the principal.
Please forward your resume and letter of interest to: Nicole Peltier-Lewis <a href="mailto:principal@annunciationschool.net" target="_blank">principal@annunciationschool.net</a>

Spanish Teacher - Annunciation School - Washington DC

<h3>Job Description</h3>
Job DescriptionHigh School US History and AP US History Teacher
Join Our "Relationships-First" Team: 
We invite you to be a part of a team whose mission-aligned culture offers sustainable, rewarding career paths in teaching, operations, and leadership, built on collaboration and mutual support. Experience the difference at a workplace that celebrates and cultivates each team member's passions, skills and multi-disciplinary interests as we build a brighter future together, one student at a time.
Why Educators Choose S2: 
<ul>
<li>A "Relationships-First" culture where you're valued, supported, and included</li>
<li>Collaborative planning time and mutual support</li>
<li>Opportunities to lead initiatives that strengthen student growth at every stage of their PreK–12 education</li>
<li>Competitive salary and comprehensive benefits including offering a competitive compensation package, including a strong benefits program and a 401(k) with a 6% organizational match</li>
<li>A bilingual, community-rooted model serving Washington Heights and Inwood including a pantry partnership, Bachata Nights, multicultural festivals, and a reading initiative. </li>
</ul>
Our High School US History and AP US History Teacher:
Our High School at School in the Square opened its doors in Fall 2024 where we began creating opportunities and access for our students that go beyond the core content areas. Our high school community provides students with educators who have great content expertise and passion for their content, while empowering them to have the autonomy and resources to get the job done in the most creative, effective, and fulfilling way possible.
We are looking for dedicated, mission-aligned teachers across grade levels 9-11. Reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT), you will support our efforts to ensure high academic standards while also focusing on the social-emotional needs of all students. If you have a deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment, we would love to hear from you. 
Who You Are:
<ul>
<li>Skilled in current teaching methods and educational pedagogy including but not limited to:</li>
<ul>
<li>Interactive, hands on, creative learning</li>
<li>Use of technology to support instruction in all areas</li>
<li>Use of assessment to drive instruction</li>
<li>Differentiation of curriculum to meet the needs of diverse learners</li>
<li>Knowledge of co-teaching strategies </li>
<li>Knowledge of ELL strategies </li>
</ul>
<li>A strategic, solutions-focused thinker with strong communication and planning skills.</li>
<li>A strong relationship builder, you get personal fulfillment by teaching and coaching students in both academic and non-instructional situations, respecting and encouraging student effort. </li>
<li>Familiar with restorative practices, a strong believer in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices</li>
<li>Self-reflective with the capacity to accept and implement feedback to improve instruction</li>
<li>A graduate of a Bachelor's Degree in Education or relevant content area</li>
<li>Current possessor of a valid New York State Teaching Certification or willing to enroll in a New York State Teaching Certification Program and obtain such Certification within two years. </li>
<li>Bilingual in Spanish Preferred. </li>
</ul>
What Can You Expect From Us
At S2, we take as much care of our staff as we do of our students. S2 is committed to supporting our staff by helping them build sustainable, rewarding careers that center on each individual's passions and multi-disciplinary interests. All of our faculty and staff are valued professionals and we are proud to provide team-building and collaboration, comfortable and friendly working conditions and more, to ensure our team members have the tools they need to succeed.
In addition to meaningful and rewarding work, School in the Square provides competitive salaries. Using two pay scale ranges based on your New York State Certifications, years of experience and education level certified teachers salary ranges from $66,000 - $122,764 and uncertified teachers salary ranges from $63,000 - $119,764. 
Additionally, we provide opportunities for supplemental compensation, an excellent benefits package with: 
<ul>
<li>a 401K program with a 6% organizational match</li>
<li>93% coverage of healthcare coverage</li>
<li>longevity bonus</li>
<li>generous paid time off</li>
<li>and a supportive work environment. </li>
</ul>
School in the Square understands specific groups are subject to marginalization. We believe these powerful groups should be centered in our community and are highly encouraged to apply. We are an Equal Employment Opportunity Employer.

SY 26-27 High School US History and AP US History Teacher

<h3>Job Description</h3>
Job Description
The Wilkes University Division of Performing Arts seeks highly qualified applicants for a full-time, tenure-track Assistant Professor of Theatre in Musical Theatre, beginning Fall 2026 pending available funding. The Wilkes University Theatre Program offers a BFA in Musical Theatre, a BA in Theatre Arts, and a BFA in Theatre Design and Technology.
Position Summary The successful candidate will play a key role in developing and expanding the BFA in Musical Theatre program. Responsibilities include:
<ul>
<li>Teaching undergraduate courses in Musical Theatre and Theatre</li>
<li>Contributing to the production season of four annual mainstage theatre productions, including directing one to two shows per year</li>
<li>Curriculum development and student mentorship</li>
<li>Recruitment of prospective students</li>
<li>Engagement in scholarly and creative activities</li>
<li>Participation in university and departmental service</li>
</ul>
Expertise in one or more areas of musical theatre-acting, directing, choreography, and/or voice for the stage-is desirable.
Qualifications
<ul>
<li>MFA in Theatre or equivalent terminal degree</li>
<li>Professional experience in musical theatre</li>
<li>Directing experience in both professional and university settings</li>
<li>Successful university or conservatory teaching experience, including student mentorship</li>
<li>Comprehensive knowledge of the musical theatre canon, including classical, contemporary, and culturally diverse works</li>
</ul>
Wilkes University is an independent, comprehensive university dedicated to academic excellence in the liberal arts, sciences, and selected professional programs. The University has approximately 2,000 students at the undergraduate level and over 1,500 full time equivalent students at the graduate and first professional levels.
Its institutional focus is on developing strong mentoring relationships with each of its students and contributing vitally to economic development of Northeastern Pennsylvania. The University is located in Wilkes-Barre, Pennsylvania, a revitalized city that is located on the lovely Susquehanna River and is within two and one-half hours driving distance of New York City and Philadelphia.
To apply, visit <a href="https://wilkesuniversitycareers.applicantpro.com/jobs/" target="_blank">https://wilkesuniversitycareers.applicantpro.com/jobs/</a>. Please submit the following materials:
<ul>
<li>A cover letter highlighting qualifications and interest in the position</li>
<li>Curriculum Vitae (CV)</li>
<li>Statement that covers teaching interests and philosophy</li>
<li>Names and contact information of three professional references</li>
</ul>
Additionally, please arrange to have three letters of reference sent directly from each author to: Jon Liebetrau (<a href="mailto:jon.liebetrau@wilkes.edu" target="_blank">jon.liebetrau@wilkes.edu</a>), Chairperson for the Division of Performing Arts.
The position will remain open until filled with preference given to candidates submitting all the required materials by 10 December 2025. Questions about this position can be sent to <a href="mailto:jon.liebetrau@wilkes.edu" target="_blank">jon.liebetrau@wilkes.edu</a>. Salary is commensurate with qualifications and experience.
Wilkes University is constantly seeking to become a more diverse community and to enhance its capacity to value and capitalize on the cultural richness that diversity brings. The University strongly encourages applications from persons with diverse backgrounds. Wilkes University does not discriminate in its employment practices or in its educational programs or activities on the basis of race, color, national or ethnic origin, age, religion, disability, pregnancy, sex/gender, gender identity and/or expression, sexual orientation, marital or family status, military or veteran status, or genetic information.
Employment at Wilkes is contingent upon the results of a thorough background screening. PA Act 153 requires that persons working in positions with regular and unsupervised contact with minors complete additional clearances, including FBI fingerprinting and PA criminal and child abuse clearances.
 Job Posted by ApplicantPro

Assistant Professor of Theatre - Musical Theatre

<h3>Job Description</h3>
Job DescriptionDescription:
 
Location: Various Apple Montessori Locations (Mahwah, Oakland and Paramus, NJ)
 
Join Our Talent Network: Early Childhood Educators (Teacher, Co Teacher, Teacher in Training)
 
Our educators are innovators, nurturers, and leaders in early childhood development. At Apple Montessori Schools, we go beyond traditional teaching- our educators inspire curiosity, creativity, and confidence through the modern Montessori approach that evolves with the world around us. Our educators play a key role in helping design a dynamic hands-on learning experiences, fostering a supportive classroom community, and collaborating with families to guide each child’s individual journey.
 
Why Apple Montessori Schools?
Since 1972, Apple Montessori Schools has been committed to fostering a collaborative and supportive environment where every educator has the opportunity to thrive. We believe in continuous growth—both for the children we teach and for the educators who support them. Joining our team means becoming part of a community that values innovation, creativity, and the power of positive impact.
 
Advance Your Career While Doing What You Love
Not only are we committed to the success of our students, but we invest in the development and growth of our team. We value their thoughts, support their goals, and celebrate their success.
 
A Culture of Excellence and Caring
We are our continuous pursuit to live our core values of Integrity, Passion, Caring, and the Pursuit of Excellence. Through continuous professional development, a supportive family environment, meaningful work, and passion and commitment to nurturing the whole child. We never stop learning and giving back to the families and communities we serve.
 
Diversity, Equity and Inclusion
We believe our differences make us stronger. Apple Montessori Schools is committed to building a community where every individual feels seen, valued, and empowered to thrive – because inclusion isn’t just a policy is who we are.
 
What We Offer You:
· Professional Development – Professional Development Days, Apple Academy and Montessori certification support
· Health &amp; Wellness – Medical, dental, vision, life insurance
· Paid Time Off – Holidays, vacation, and sick time to ensure work life balance
· 12 Month Employment- unlike traditional schools, Apple Montessori Schools operates 12 months of the year
· Career Growth – Clear pathways to grow within our schools, including leadership and administration roles
· Tuition Discounts – For your children attending Apple Montessori
· Employee Assistance Program – Support for mental health, childcare, financial planning, and more
· Employee Recognition &amp; Appreciation – Special events, gifts, and celebration days
· Referral Bonus – $1,000 bonus for referring successful new team members
· Verizon Discount – Save up to 12% on your wireless plan
 
 
Ready to Inspire the Next Generation? Although we don’t have a current opening for these roles, we’re always excited to meet passionate educators who align with our mission. Apply today to join our Talent Network, and we’ll reach out when a position becomes available that fits your background and goals.
Requirements:
Apple Montessori Schools is committed to educational excellence, and with that commitment, we require our teachers and co-teachers to hold high credentials and demonstrate a strong dedication to early childhood education. For the various positions listed above they may require a bachelor's degree in education or similar field, associate's degree or CDA. All of our teachers, co-teachers, and teachers-in-training are required to obtain their Montessori certification within their first year of employment.
 
Final compensation is determined based on a combination of factors; including years of experience in a similar role, relevant certifications and/or credentials, and the size and/or geographic location of the school.

Teacher/Co-Teacher/Teacher in Training- Join our Talent Network!

<h3>Job Description</h3>
Job Description Summary We are seeking 1 part-time float teacher at our child care center in Woodstock, Vermont (The Mill School)! This position will require a commitment of 10-20 hours per week. Your expected hours are 11am-3pm Monday through Friday but your shift and days may change depending on center needs. To learn more about us, please visit <a href="http://www.themillschool.com" target="_blank">www.themillschool.com</a>. Teacher Associate A teacher associate is at least twenty (20) years of age, is a high school graduate or has completed a GED, and meets one (1) of the following qualifications: 
<ul>
<li>At least a Vermont Early Childhood Career Ladder Level Three (3) Certificate; or</li>
<li>At least an associate degree from an accredited college with a major or concentration in Early Childhood, Child or Human Development, Elementary Education, or Child and Family Services and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or</li>
<li>At least a Certificate of Completion from the Registered Child Care Apprenticeship Program; or</li>
<li>At least a Child Care Certificate from the Community College of Vermont and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or</li>
<li>At least successful completion of twenty-one (21) college credits with an early childhood or school age focus and at least twelve (12) months experience working with groups of children from grade three (3) or younger.</li>
</ul>
 Teacher A teacher is at least twenty (20) years of age and meets one of the following qualifications: 
<ul>
<li>At least a Vermont Early Childhood Career Ladder Level Four (4) A or B Certificate; or</li>
<li>At least a bachelor degree from an accredited college with a major or concentration in Early Childhood, Child or Human Development, Elementary Education, Special Education with a birth to eight (8) years of age focus, or Child and Family Services and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or</li>
<li>At least a bachelor degree from an accredited college with at least successful completion of thirty (30) college credits with an early childhood or school age focus and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or</li>
<li>Hold at least a current Vermont Agency of Education teaching license with an endorsement in Early Childhood, Early Childhood Special Education, or Elementary Education.</li>
</ul>
 Duties Responsibilities include: 
<ul>
<li>Classroom prep (light cleaning)</li>
<li>Excellent communication with director and parents</li>
<li>Supervise and monitor the safety of children</li>
<li>Prepare children for snacktime (snack provided by parent)</li>
<li>Help children keep good hygiene</li>
<li>Organize activities or implement a curriculum that allows children to learn about the world and explore their interests</li>
<li>Develop schedules and routines to ensure that children have enough physical activity, rest, and playtime</li>
<li>Watch for signs of emotional or developmental problems in children and bring potential problems to the attention of parents or guardians</li>
<li>Keep records of children's progress, routines, and interests</li>
</ul>
 Requirements Please see job description. Pay is based on education and experience. Nice To Haves Fun eager to help. Team player and flexibility are must-haves. Benefits Higher pay than other local centers, 1+ week paid vacation around Christmas / New Years upon employment, 1 week paid vacation in the spring, 1 additional week paid vacation after 6 months, and another additional week paid vacation after 1 year.Paid sick time policy.

Part-Time Float Teacher @ Early Education / Child Care Center

<h3>Job Description</h3>
Job Description
Status
The position of teacher (grades 9–12) is a full-time, exempt, 10-month position.
Responsibilities
<ol>
<li>Curriculum Development: Design engaging and comprehensive lesson plans aligned with the school's curriculum standards and objectives. Integrate a variety of teaching strategies and resources to accommodate diverse learning styles and abilities.</li>
<li>Instruction: Deliver captivating and interactive instruction that promotes critical thinking, analytical skills, and effective communication. Foster a love for literature and language through engaging discussions, close reading, and writing activities.</li>
<li>Assessment and Feedback: Evaluate student progress through a variety of assessment methods, including quizzes, tests, essays, projects, and presentations. Provide timely and constructive feedback to students to support their growth and development.</li>
<li>Classroom Management: Establish and maintain a positive and inclusive classroom environment conducive to learning. Set clear expectations for behavior and academic performance, and enforce disciplinary policies consistently and fairly.</li>
<li>Individualized Support: Provide additional support and guidance to students who require extra assistance in mastering basic skills or understanding course material. Offer tutoring sessions, extra practice opportunities, and personalized instruction as needed.</li>
<li>Parent Communication: Maintain open and effective communication with parents or guardians regarding student progress, behavior, and academic concerns. Collaborate with parents to support student success and address any challenges that may arise.</li>
<li>Professional Development: Stay informed about current trends, research, and best practices in education. Participate in professional development activities, workshops, and conferences to enhance teaching skills and knowledge. </li>
<li>Extracurricular Involvement: Participate in extracurricular activities that enrich students' experiences and further their passion for learning..Provide additional student support as needed.</li>
</ol>
Required Social-Emotional Competencies:
Emotional Intelligence:
<ul>
<li>Demonstrates self-awareness and the ability to recognize and manage one's emotions effectively.</li>
<li>Exhibits empathy and understanding towards others, fostering positive relationships and a supportive work environment.</li>
<li>Maintains composure under pressure and handles conflicts or challenging situations with tact and emotional maturity.</li>
</ul>
Teamwork and Collaboration:
<ul>
<li>Works collaboratively with colleagues, staff, and stakeholders to achieve common goals and foster a sense of unity.</li>
<li>Actively listens to others, values diverse perspectives, and encourages open dialogue.</li>
</ul>
<ul>
<li>Builds effective teams, delegates tasks appropriately, and promotes a culture of mutual respect and cooperation.</li>
</ul>
Flexibility and Adaptability:
<ul>
<li>Demonstrates openness and flexibility in embracing change (or different ideas) and adjusting to new circumstances or initiatives.</li>
<li>Adapts quickly to evolving situations and demonstrates a willingness to learn and grow from challenges.</li>
<li>Encourages innovation and supports creative problem-solving approaches.</li>
</ul>
Problem-Solving Skills:
<ul>
<li>Analyzes complex issues, identifies root causes, and generates creative solutions.</li>
<li>Applies critical thinking and sound judgment to make informed decisions.</li>
<li>Seeks input from relevant stakeholders and considers multiple perspectives before arriving at conclusions.</li>
</ul>
Ability to Accept and Provide Constructive Feedback:
<ul>
<li>Receives feedback with an open mind, demonstrating a growth mindset and a willingness to improve.</li>
<li>Provides constructive feedback to others in a respectful and supportive manner, focusing on professional growth and development.</li>
<li>Actively seeks feedback from colleagues and stakeholders to enhance performance and effectiveness.</li>
</ul>
Effective Communication:
<ul>
<li>Communicates clearly, confidently, and respectfully with diverse audiences, including staff, parents, students, and community members.</li>
<li>Listens attentively, asks thoughtful questions, and seeks to understand others' viewpoints.</li>
<li>Uses appropriate verbal and written communication skills to convey complex ideas and information effectively.</li>
</ul>
Disagreeing Appropriately:
<ul>
<li>Engages in constructive dialogue and debates while maintaining respect and professionalism.</li>
<li>Expresses dissenting opinions or disagreements tactfully, considering the impact on relationships and the broader goals.</li>
<li>Demonstrates the ability to find common ground and work towards consensus when faced with differing perspectives.</li>
</ul>
Relationship Building:
<ul>
<li>Builds and maintains positive and trusting relationships with staff, parents, students, and community members.</li>
<li>Demonstrates approachability, active listening, and the ability to connect with individuals from diverse backgrounds.</li>
<li>Cultivates a sense of community, fosters collaboration, and promotes a welcoming and inclusive environment.</li>
</ul>
Resilience and Persistence:
<ul>
<li>Exhibits determination and resilience in the face of challenges and setbacks.</li>
<li>Maintains a positive attitude, motivates others, and leads by example during difficult times.</li>
<li>Demonstrates perseverance in pursuing long-term goals and continuous improvement.</li>
</ul>
Ethical and Professional Conduct:
<ul>
<li>Demonstrates high ethical standards and acts with integrity in all professional interactions.</li>
<li>Maintains confidentiality and handles sensitive information with discretion.</li>
<li>Upholds professional boundaries and adheres to relevant laws, regulations, and ethical guidelines.</li>
</ul>
Qualifications:
<ul>
<li>Bachelor’s degree (Required) </li>
<li>Two years of teaching experience in a high-need, high performing school and evidence of impact on student learning in that setting (Preferred)</li>
</ul>
<ul>
<li>Familiarity with the Danielson’s Framework (Strongly preferred)</li>
</ul>

English Teacher

<h3>Job Description</h3>
Job Description
WARREN COUNTY BOARD OF EDUCATION
 
TEACHER
 
QUALIFICATIONS
Tennessee Teaching License
REPORTS TO
Principal
JOB GOALS
To help students learn subject matter and skills that will contribute to their development as
mature, able, and responsible men and women.
ESSENTIAL FUNCTIONS
Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
Prepares for classes assigned, and shows written evidence of preparation upon request immediately.
Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lesson, units, projects and
the like to communicate these objectives to students.
Employs a variety of instructional techniques and instructional medial, consistent with the physical limitations of the location provided and the needs and capabilities of
the individuals or student groups involved.
Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
Assesses the accomplishments of students on a regular basis and provided progress report as required.
Diagnoses the learning disabilities of students on a regular basis and provided progress reports as required.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
 
Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom
behavior and procedure, and maintains order in the classroom in a fair and just
manner.
Makes provision for being available to students and parents for education related purposes outside the instructional day when required or requested to do so under
reasonable terms.
Plans and supervises purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance.
Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. PHYSICAL DEMANDS
This job may require lifting of objects that exceed 40 pounds with frequent lifting and/or
carrying of objects weighting up to 20 pounds. Other physical demands that may be required are
as follows:
Ability to prepare for assigned duties. TEMPERAMENT (Personal Traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
Adaptability to dealing with people. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.
 
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn to perform
adequately a task or job duty.
Ability to discipline/manage students. WORK CONDITIONS
Normal working environment.
 
TERMS OF EMPLOYMENT
Salary and work year to be established by Board.
EVALUATION
Performance of this job will be evaluated in accordance with provisions of the Board's policy on
Evaluation of Professional Personnel.
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this position. They are not intended to be a complete list of
responsibilities, duties, and skills required of personnel so assigned.
WARREN COUNTY BOARD OF EDUCATION
 
TEACHER
 
QUALIFICATIONS
Tennessee Teaching License
REPORTS TO
Principal
JOB GOALS
To help students learn subject matter and skills that will contribute to their development as
mature, able, and responsible men and women.
ESSENTIAL FUNCTIONS
Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
Prepares for classes assigned, and shows written evidence of preparation upon request immediately.
Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lesson, units, projects and
the like to communicate these objectives to students.
Employs a variety of instructional techniques and instructional medial, consistent with the physical limitations of the location provided and the needs and capabilities of
the individuals or student groups involved.
Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
Assesses the accomplishments of students on a regular basis and provided progress report as required.
Diagnoses the learning disabilities of students on a regular basis and provided progress reports as required.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
 
Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom
behavior and procedure, and maintains order in the classroom in a fair and just
manner.
Makes provision for being available to students and parents for education related purposes outside the instructional day when required or requested to do so under
reasonable terms.
Plans and supervises purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance.
Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. PHYSICAL DEMANDS
This job may require lifting of objects that exceed 40 pounds with frequent lifting and/or
carrying of objects weighting up to 20 pounds. Other physical demands that may be required are
as follows:
Ability to prepare for assigned duties. TEMPERAMENT (Personal Traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
Adaptability to dealing with people. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.
 
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn to perform
adequately a task or job duty.
Ability to discipline/manage students. WORK CONDITIONS
Normal working environment.
 
TERMS OF EMPLOYMENT
Salary and work year to be established by Board.
EVALUATION
Performance of this job will be evaluated in accordance with provisions of the Board's policy on
Evaluation of Professional Personnel.
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this position. They are not intended to be a complete list of
responsibilities, duties, and skills required of personnel so assigned.
WARREN COUNTY BOARD OF EDUCATION
 
TEACHER
 
QUALIFICATIONS
Tennessee Teaching License
REPORTS TO
Principal
JOB GOALS
To help students learn subject matter and skills that will contribute to their development as
mature, able, and responsible men and women.
ESSENTIAL FUNCTIONS
Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
Prepares for classes assigned, and shows written evidence of preparation upon request immediately.
Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lesson, units, projects and
the like to communicate these objectives to students.
Employs a variety of instructional techniques and instructional medial, consistent with the physical limitations of the location provided and the needs and capabilities of
the individuals or student groups involved.
Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
Assesses the accomplishments of students on a regular basis and provided progress report as required.
Diagnoses the learning disabilities of students on a regular basis and provided progress reports as required.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
 
Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom
behavior and procedure, and maintains order in the classroom in a fair and just
manner.
Makes provision for being available to students and parents for education related purposes outside the instructional day when required or requested to do so under
reasonable terms.
Plans and supervises purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with department heads, evaluates their job performance.
Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. PHYSICAL DEMANDS
This job may require lifting of objects that exceed 40 pounds with frequent lifting and/or
carrying of objects weighting up to 20 pounds. Other physical demands that may be required are
as follows:
Ability to prepare for assigned duties. TEMPERAMENT (Personal Traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
Adaptability to dealing with people. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.
 
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn to perform
adequately a task or job duty.
Ability to discipline/manage students. WORK CONDITIONS
Normal working environment.
 
TERMS OF EMPLOYMENT
Salary and work year to be established by Board.
EVALUATION
Performance of this job will be evaluated in accordance with provisions of the Board's policy on
Evaluation of Professional Personnel.
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this position. They are not intended to be a complete list of
responsibilities, duties, and skills required of personnel so assigned.

Future Certified Teachers

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: Elementary School Chinese Support Teacher (Kindergarten, Grade 1, Grade 2, Grade 3)
Supervisor: Founding Director of Teaching &amp; Learning
Start Date: August 2026
Application Deadline: Applications will be accepted on a rolling basis through June 2026. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 5, 2026.
 
The Opportunity: We are seeking support teachers with experience in early childhood education to provide instructional support in Mandarin Chinese at Global Citizens Public Charter School (Global Citizens PCS), for the 2026-2027 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued.
 
Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world.
 
Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world.
 
Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits.
 
Elementary School Chinese Support Teacher Job Description
 
The Chinese Support Teacher is instrumental in influencing the lives of children at Global Citizens PCS, so they can thrive academically, socially, and emotionally. Support teachers will support the lead Mandarin Chinese teachers with creating a student-centered learning environment that respects the culture and identity of each and every child. In early childhood, our children will learn all content areas in the partner language (Mandarin Chinese) for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The Chinese Support Teacher will collaborate with the lead Mandarin Chinese teacher to implement lessons in the partner language (Mandarin Chinese) and also serve as a model for the partner language. The Chinese Support Teacher will also facilitate small group instruction and lead mini-lessons on a regular basis. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Chinese Support Teachers, under the direct supervision of the Director of Teaching &amp; Learning, will work collaboratively with Chinese lead teachers and all leadership team members to fully understand and respond to the needs of students and families, support in the implementation of plans according to the mission, vision, and key pillars of Global Citizens Public Charter School, while also remaining focused on the implementation of high-quality dual language instruction.
 
Key responsibilities include, but are not limited to:
 
School Mission and Vision
<ul>
<li>Implement a shared school mission and vision to promote each students social, emotional, and academic development</li>
<li>Inform lesson plans developed by the lead teacher for alignment to the mission and vision</li>
<li>Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student</li>
<li>Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning</li>
<li>Collaborate with lead teachers and other staff to ensure proper and consistent implementation of our instructional program</li>
</ul>
 
Equitable and Inclusive School Culture
<ul>
<li>Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues</li>
<li>Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers</li>
<li>Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions</li>
<li>Participate in professional development and coaching cycles led by Director of Teaching &amp; Learning and other instructional leaders</li>
<li>Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement</li>
<li>Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement</li>
</ul>
 
Curriculum, Instruction, Assessment, &amp; Support
<ul>
<li>Collaborate with the Chinese Lead teacher to plan and teach all core subjects - Mandarin Language Arts (and Culture), as well as math, science, and social and cultural studies</li>
<li>Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities</li>
<li>Support the lead teacher with setting clear and measurable goals throughout the year for every student in all areas of study; support the lead teacher with regularly assessing the progress of each child and providing differentiated, child-centered instruction to meet the needs of each child on a daily basis</li>
<li>Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment</li>
<li>Collaboratively plan weekly with lead teachers and teaching teams to develop holistic lesson plans that foster self-directed learning</li>
<li>Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language</li>
</ul>
 
Equitable and Inclusive Student Support
<ul>
<li>Contribute to an inclusive, equitable, caring, and culturally competent learning environment that meets the academic, social, emotional, and physical needs of each student</li>
<li>Maintains positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change</li>
<li>Works closely with teachers and staff to recognize and employ each students strengths and differences as assets for teaching and learning</li>
<li>Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps</li>
</ul>
 
Family Engagement
<ul>
<li>Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust</li>
<li>Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives</li>
<li>Build and sustain positive, collaborative, and productive relationships with families to ensure student success</li>
<li>Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development</li>
<li>Participate in parent conferences and school-wide events and contributes to the broader school community</li>
</ul>
The ideal candidate is highly knowledgeable in the following:
<ul>
<li>Effective bilingual and language acquisition strategies</li>
<li>Research-based, tiered instructional strategies</li>
<li>Early Childhood curriculum, instruction, &amp; development</li>
<li>Data analysis protocols</li>
<li>Culturally Sustaining Pedagogy</li>
<li>Anti-racist beliefs and practices</li>
<li>Responsive Classroom/Restorative Justice/Conscious Discipline</li>
<li>Readers and Writers Workshop &amp; Play-Based Centers</li>
</ul>
 
Support Teacher Requirements
<ul>
<li>At least two years of experience as a Chinese Support Teacher preferred</li>
<li>Progressing towards meeting state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree in Education and passing scores on Praxis I &amp; II</li>
<li>Experience and knowledge of learning standards and student-centered curriculum</li>
<li>An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities</li>
<li>Ability to excel as a member of a multidisciplinary team and an instructional team</li>
<li>Ability to work in a multicultural, multilingual environment</li>
<li>Communication skills (both oral and written)</li>
</ul>
 
Compensation
 
Salary for this position is competitive and ranges from $28K to $48K. Additionally, Global Citizens PCS offers a comprehensive benefits package.
 
Equal Opportunity Statement
 
Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status.
 
How to Apply
 
If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at <a href="mailto:careers@globalcitizensschool.org" target="_blank">careers@globalcitizensschool.org</a>.
 
Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

SY 2026-2027: Elementary School Chinese Support Teacher (Kindergarten, Grade 1, Grade 2, Grade 3)

<h3>Job Description</h3>
Job Description
Job description:
The Intensive Family Intervention Paraprofessional position is focused on providing intensive in-home individual/family mental health skill building and case management services using evidence-based and trauma-informed approaches of care for children and adolescents at high risk of out of home placement or returning home from inpatient or residential treatment.
Job Duties and Responsibilities
<ul>
<li>Providing individual/family mental health skill building services using evidence based and trauma informed approaches of care.</li>
<li>Commitment to providing consistent, ongoing services to clients.</li>
<li>Participate in coordination of care with a multi-disciplinary treatment team.</li>
<li>Coordinating with a team to provide crisis intervention as necessary to enhance and restore functioning.</li>
<li>Participate in weekly individual supervision with team lead.</li>
<li>Meet or exceed agency required productivity and documentation standards.</li>
<li>Maintain flexibility to work after-school hours and weekends to accommodate client needs.</li>
<li>Be flexible to meet the scheduling needs of the parent/guardian.</li>
<li>Travel to client homes and community locations as required, with willingness to commute up to 1 hour for client sessions.</li>
<li>This position requires full-time availability and cannot be held concurrently with another job.</li>
<li>Perform other duties as assigned.</li>
<li>Travel required</li>
<li>Other duties as assigned</li>
</ul>
Core Competencies
<ul>
<li>Interpersonal Skills &amp; Communication: Demonstrated emotional intelligence with an ability to balance an empathy forward response with families and throughout the organization. Enjoys working closely with other people to understand their concerns and seeks out the ways our workplace might address them. Able to use storytelling to advance a concept or idea.</li>
<li>Professionalism: Confidence, articulation, ability to receive criticism and feedback well. Ability to resolve conflicts.</li>
<li>Organization &amp; Time Management: Organizes work, effectively prioritizes, and sets short- or long-term goals and strategies to achieve them. Aligns communication, people, processes, and resources to drive success. Organizes information and data to identify/explain trends, problems, and their causes.</li>
<li>Teamwork &amp; Collaboration: Contributes to common goal, maintains open communication with team members, asks for help when necessary, encourages involvement.</li>
<li>Diversity &amp; Inclusion: Self-aware, attentive listener, people-oriented, cognizant of bias, cultural intelligence; demonstrating a respect for divergent viewpoints; an awareness of and sensitivity to the cultural diversity of the population served, thereby contributing to an environment that is equitable, inclusive, and cooperative.</li>
<li>Flexibility: Adapts effectively to change by accepting changes in processes readily and with an optimistic perspective of the resulting benefits; readily accepts new technology as part of his/her job and uses it to continually improve efficiency or the quality of his/her work products.</li>
</ul>
Requirements
<ul>
<li>Minimum of a Bachelor’s degree in a psychology/social work/human services-related discipline with at least 2 years of experience required</li>
<li>Past experience with Notenetic preferred, but not required</li>
<li>Must be able to pass DBHDD background check (required prior to providing any services to clients)</li>
<li>State-mandated training: Relias, CPR/First Aid, CPI - must be completed within the first 30 days of hire, Relias training is at no cost, the cost of CPR/First Aid and CPI are not covered by GFIT</li>
<li>Knowledge of Medicaid/CMO compliance requirements preferred</li>
<li>Willingness to learn new documentation and case management skills</li>
<li>Receptivity to feedback/constructive criticism</li>
<li>Schedule Requirements:&nbsp;Must be flexible to work afterschool hours and weekends in order to accommodate the needs of the clients served.</li>
<li>Willingness to travel to meet with clients in the Gwinnett County area and up to 1 hour of travel to surrounding areas.</li>
</ul>
*At least 90% of contact must be face-to-face
*Services must be available 24/7 through on-call arrangements
*Must live in&nbsp;Gwinnett&nbsp;County to be considered
Job Types: Full-time, Contract
Education:
<ul>
<li>Bachelor's (Required)</li>
</ul>
Experience:
<ul>
<li>Behavioral health: 3 years (Required)</li>
</ul>
License/Certification:
<ul>
<li>Georgia Driver's License (Required)</li>
</ul>
Willingness to travel:
<ul>
<li>75% (Required)</li>
</ul>
Work Location: On the road

10,790 Education Jobs in Gwinnett County