<h3>Job Description</h3>
Job DescriptionJob Title: Preschool TeacherLocation: Each One Teach One Learning Center Kansas City, Missouri Hourly Rate: $15 - $17 per hourJob Type: Full-time/Part-timeJob Description: We are looking for a passionate and dedicated Preschool Teacher to join our Early Childhood Program. The ideal candidate will be responsible for providing a safe, nurturing, and stimulating environment for young children. You will help foster social, emotional, cognitive, and physical development through a variety of hands-on activities, games, and learning experiences.Responsibilities: 
<ul>
<li>Create and implement age-appropriate lesson plans and activities</li>
<li>Ensure the safety and well-being of all children in your care</li>
<li>Foster positive relationships with children, parents, and colleagues</li>
<li>Communicate regularly with parents about their child’s progress</li>
<li>Observe and assess children's development and make necessary adjustments to teaching methods</li>
<li>Maintain a clean, organized, and welcoming classroom environment</li>
</ul>
Requirements: 
<ul>
<li>High school diploma or equivalent; a degree in Early Childhood Education or related field is preferred</li>
<li>Experience working with young children (Preschool or daycare experience is a plus)</li>
<li>Strong communication and interpersonal skills</li>
<li>Ability to work independently and as part of a team</li>
<li>First Aid and CPR certification (or willingness to obtain)</li>
</ul>
Benefits: 
<ul>
<li>Competitive hourly pay ($15-$17 per hour)</li>
<li>Professional development opportunities</li>
<li>Positive and supportive work environment</li>
</ul>
How to Apply: Please submit your resume and a cover letter We look forward to hearing from you!
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Pre-school teacher

<h3>Job Description</h3>
Job DescriptionBenefits: 
<ul>
<li>Paid time off</li>
<li>Training &amp; development</li>
<li>Health insurance</li>
<li>Opportunity for advancement</li>
</ul>
 Build a brighter future for all children. Teaching is more than a job. Its an opportunity to foster curiosity, creativity and compassion in childrenall while helping them develop a lifelong love of learning. As a Support Teacher at Primrose School at The Parks DC, youll help to create a fun, safe environment for little ones as they explore and learn through purposeful play that nurtures their social, emotional, cognitive, creative and physical development. CDA OR AA/BA IN EARLY CHILDHOOD OR OTHER FIELD IS REQUIRED. Make a difference every day. 
<ul>
<li>Spend your days building genuine relationships with each child.</li>
<li>Help children explore the world, improve their motor skills and grow their vocabulary.</li>
<li>Work with your co-teacher to implement the lesson plans from the research-informed Balanced Learning curriculum.</li>
<li>Maintain a well-kept classroom that encourages children to create, explore and make decisions with confidence.</li>
<li>Discover what works best for each child as you teach them about the world around them.</li>
</ul>
 Get everything you need to give children everything they need. At Primrose School at The Parks DC, you bring the passion, and well give you all the tools and training to be successful. Our Balanced Learning approach was developed with early learning experts. It provides clear daily plans so you can focus your time in the classroom on forming connections with the childrenand spend your time outside of school focused on yourself. Classrooms come fully stocked with everything you need, and our supportive Leadership Team works every day to create a safe, healthy environment and a culture where all children and team members can thrive. And if thats not enough, just wait until you help a child learn something new and see their face light up with excitement. Lets talk about building a brighter future together.

Support Teacher

<h3>Job Description</h3>
Please note, this position is located at Stratton Mountain Resort in&nbsp;Stratton Mountain, VT
\n
Seasonal (Seasonal) At Stratton, we are a team of people who work extremely hard and take our jobs very seriously, without forgetting how to laugh and have fun. We choose people that display the talent and attitude that exemplify the high level of service our guests expect and deserve. Our vision is to be A BOLD MOUNTAIN COMMUNITY CULTIVATING EXTRAORDINARY EXPERIENCES. BESIDES GETTING PAID TO WORK AT AN INCREDIBLE RESORT, WHAT'S IN IT FOR YOU? Stratton's team members are rewarded with job experience, opportunities for career advancement and some great lifestyle perks (eligibility based on employee type). 
<ul>
<li>Alterra Mountain Company Employee Pass - free lift access &amp; discounts at Alterra resorts</li>
<li>Free or discounted multi-resort dependent season passes</li>
<li>Free or discounted IKON pass </li>
<li>Discounted golf &amp; fitness center memberships</li>
<li>Employee childcare rates &amp; discounted seasonal programs</li>
<li>Retail + F&amp;B discounts</li>
<li>Friends &amp; family tickets</li>
<li>Onsite medical clinic</li>
<li>Medical, dental, vision, life, disability, EAP, HSAs, &amp; FSAs </li>
<li>401(k) plan with company match</li>
<li>Discounted tuition plan</li>
<li>Paid parental leave</li>
<li>Paid sick time, FTO, Vacation</li>
</ul>
 Additional perks &amp; benefits for year round employees POSITION SUMMARY As a Seasonal Childcare Teacher, you'll play an essential role in creating a safe, engaging, and nurturing environment for infants, toddlers, and young children. Working closely with a Lead Teacher and the Childcare Manager, you will support daily classroom activities, care for children's basic needs, foster social and educational development, and communicate effectively with families. This position is ideal for individuals passionate about early childhood education and dedicated to delivering exceptional guest and family experiences. This role has both part-time and full-time seasonal opportunities available. The compensation range for this role is $20.00 - $22.00/hr, based upon experience. ESSENTIAL DUTIES 
<ul>
<li>Assist in planning and leading age-appropriate activities that promote learning and play</li>
<li>Engage with children throughout the day, ensuring safety and wellbeing</li>
<li>Support classroom routines, including arrival, playtime, meals, rest, and departure</li>
<li>Maintain a clean, safe, and organized classroom environment</li>
<li>Follow state child care regulations and Stratton Childcare Center policies</li>
<li>Wear required protective equipment and participate in emergency drills and procedures</li>
<li>Serve as a mandated reporter for suspected child abuse or neglect, following DCF guidelines</li>
<li>Greet and interact with parents/guardians in a welcoming and professional manner</li>
<li>Share updates on each child's daily experience and respond to questions or concerns</li>
<li>Collaborate with the Lead Teacher, Supervisor, and Childcare Manager to resolve issues promptly</li>
<li>Work cooperatively with childcare staff to maintain a supportive, positive work environment</li>
<li>Participate in staff meetings, training sessions, and complete professional development</li>
<li>Assist with daily classroom and facility tasks, including setup, cleanup, and general tidiness</li>
<li>Additional duties as assigned</li>
</ul>
 EDUCATION &amp; EXPERIENCE REQUIREMENTS Education: 
<ul>
<li>High School Diploma, or equivalent, required</li>
<li>Completion of at least one 3-credit college course in Psychology, Sociology, or Early Childhood Education</li>
</ul>
 Experience: 
<ul>
<li>Minimum 1 year of experience working in a childcare setting</li>
<li>Must meet or exceed Vermont state standards for Teaching Assistant roles</li>
</ul>
 QUALIFICATIONS, KNOWLEDGE, SKILL AND ABILITY REQUIREMENTS 
<ul>
<li>First Aid and CPR certification (or ability to obtain prior to start)</li>
<li>Must be at least 18 years of age</li>
<li>Passion for working with children and supporting early childhood development</li>
<li>Ability to lift 40 lbs regularly and remain active throughout the day</li>
<li>Comfortable working in a high-energy, sometimes noisy environment.</li>
<li>Strong communication skills and a collaborative team mindset.</li>
<li>Flexibility to work evenings, weekends, and holidays as needed.</li>
</ul>
 PHYSICAL DEMANDS AND WORKING CONDITIONS This position may be required to work evenings, weekends and holidays. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without reasonable accommodations. An Equal Opportunity Employer

Child Care Teacher - Seasonal

<h3>Job Description</h3>
Job Description
Department: PRESCHOOL 
Position Title: Teacher Aide 
Supervisor: Director
FLSA Status: Non-Exempt
Date: January 2024
General Statement: The Salvation Army is a branch of the Christian Church, and the ultimate goal of all programs is a spiritual regeneration of all people.
MISSION STATEMENT: The Salvation Army, an international movement, is an evangelical part of the universal Christian Church. Its message is based on the Bible. Its ministry is motivated by love for God. Its mission is to preach the Gospel of Jesus Christ and meet human needs in His name without discrimination.
Corps/Unit Mission Statement: Preschool Statement:
The Ohana Keiki Preschool is dedicated to providing children a safe environment where they can grow socially, mentally, physically and spiritually.
JOB SUMMARY: The Teacher Aide will provide support to the classroom Teacher by assisting with the development of each individual child enrolled in Ohana Keiki Day Care Center. Hours and shifts will vary according to the needs of the preschool.
Qualification Requirements:
ECE Teachers for Group Child Care Centers for the State of Hawai’i must be at least 16 years old per DHS requirements and meet one of the following qualifications (Education):
Option 1: High School Vocational Child Care Training Course
or
Option 2: Orientation Training course at the Center
Teacher Aides for the State of Hawai’i must be registered with PATCH / Department of Human Services (DHS) Early Childhood Registry and be assigned a Caregiver ID. DHS Early Childhood Registry reviews the applications and verifies that the Aide meets the requirements as stated above. Job offer is conditional upon the qualification requirements being accepted by DHS Early Childhood Registry.
Upon successful registry with PATCH, the Aide must also complete the following after and/or soon after starting work:
<ol>
<li>Negative TB Test or Negative TB Screening by a licensed doctor (after the first day of working with children in the classroom)</li>
<li>DHS Fingerprint/ Background Check (within 5 working days of beginning employment)</li>
<li>Hawai’i DHS Medical Form completed by a licensed doctor</li>
<li>Salvation Army’s Protect the Mission (PTM) Training (Child Abuse Prevention)</li>
<li>State of Hawai’i Adult, Child and Infant CPR w/AED and First Aid (5 hrs)</li>
</ol>
ESSENTIAL FUNCTIONS:
<ul>
<li>Use positive discipline techniques appropriate to preschool aged children (ages 3-5 years old)</li>
<li>Assist classroom Teacher with supervision of children, being sure each individual child is safe from all harmful hazards and activities.</li>
<li>Assist with keeping the environment organized and appropriate for the day activities.</li>
<li>Assist with setting up and cleaning up of daily meals and activities scheduled.</li>
<li>Able to work with the other staff members in carrying out age-appropriate activities.</li>
<li>Participate in workshops and training sessions when available for personal growth in the Early Childhood Education.</li>
<li>Any other duties assigned by the Director or Corps Officer of the Salvation Army.</li>
<li>Communicate any concerns with the Director.</li>
<li>Display awareness of the mission of the Salvation Army to the public in a positive manner at all times.</li>
</ul>
OTHER FUNCTIONS:
Performs other duties as assigned. Able to lift up to 40lbs.
MENTAL DEMANDS:
<ul>
<li>Work under stressful conditions</li>
<li>Interact with others with courtesy and tact</li>
<li>Manage and prioritize multiple projects in an organized and efficient manner</li>
<li>Respond to crisis situations in a calm and effective manner</li>
<li>Prioritize multiple work tasks to meet tight deadlines</li>
<li>Complete projects on schedule</li>
<li>Maintain confidentiality</li>
<li>Maintain regular and punctual work attendance</li>
</ul>
PHYSICAL DEMANDS:
The position requires sitting; climbing and/or balancing; stooping, kneeling, bending, stretching, crouching and/or crawling; standing; walking; manual dexterity and eye-hand coordination; use of vision; driving a vehicle; pushing/pulling/lifting/carrying 25-50 pounds and occasionally more than 50 pounds; travelling by airplane.
COMMUNICATION DEMANDS:
The position requires talking to co-workers, clients, vendors; requires written communication to and from co-workers, clients, vendor; talking on the telephones; requires responding to written or verbal requests of co-workers, clients, and vendors; requires training/giving verbal and written instructions; requires receiving verbal and written instructions; requires writing/composing written language; requires reading; requires visiting/working at other worksites; requires communication via the latest technologies
SKILLS/TECHNICAL KNOWLEDGE:
<ul>
<li>Valid Hawaii driver’s license (if needed)</li>
<li>Prioritize multiple work tasks to meet tight deadlines</li>
<li>Travel off-island as necessary (if needed)</li>
</ul>
EQUIPMENT NEEDS:
Use office equipment such as computers, photocopiers, scanners, calculators, etc.
DESCRIPTION OF WORK ENVIRONMENT:
Most work will be indoors at Kona Corps Facility. Attendance at trainings, both in Hawaii and on the mainland, is required. (if needed)

Teacher Aide - Full time

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: Third Grade Chinese Lead Teacher
Supervisor: Founding Director of Teaching &amp; Learning
Start Date: August 2025
Application Deadline: Applications will be accepted on a rolling basis through June 2025. 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 3, 2025.
 
The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in Mandarin Chinese at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 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.
 
Founding Chinese Lead Teacher (Kindergarten and Grade 1) Job Description
 
The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they 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 lead language teacher will teach all content areas in the target language and will serve as the instructional lead and model for the target language, Mandarin Chinese. The lead Mandarin Chinese teacher will teach all content areas in Mandarin Chinese. All teachers will work collaboratively 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. Lead teachers, under the direct supervision of the Director of Teaching &amp; Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality 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>Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student</li>
<li>Reinforce the mission with students and families, inspiring them to act on the mission every single day</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>Collaborates with support 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>Mentors support teachers and develop a strong classroom culture</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, and Assessment
<ul>
<li>Develop lesson plans and teach all core subjects Mandarin Language Arts (and Culture), as well as math and science</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>Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide 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 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>Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student)</li>
<li>Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change</li>
<li>Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs</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>
<li>Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations</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>
 
Lead Teacher Requirements:
<ul>
<li>Bachelors degree or a Masters degree in Education or Curriculum and Instruction</li>
<li>At least two years of combined experience as a teacher preferred</li>
<li>Teaching license is preferred, but not required</li>
<li>Deep experience and knowledge of learning standards and student-centered curriculum</li>
<li>Fluent speaking, reading, and writing in Mandarin Chinese</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>Strong communication skills (both oral and written)</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>Elementary 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>
 
Compensation
 
Salary for this position is competitive and ranges from $60K to $80K. 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 and key pillars.

SY 25-26: Third Grade Chinese Lead Teacher

<h3>Job Description</h3>
Job Description16-19 
Job Opening:
The Malvern School is currently seeking an Assistant Teacher for the Infant classroom at The Malvern School of Robbinsville. This is a full-time position, Monday - Friday.
What You Will Receive:
We offer teachers exciting benefits!
<ul>
<li>60% childcare discount to ALL employees so that your family can take advantage of our great learning environment!</li>
<li>Greater latitude in designing creative curriculum</li>
<li>State-of-art classrooms in professionally cleaned, attractive facilities</li>
<li>Company-paid training for CPR, First Aid, and more!</li>
<li>Medical, dental, vision, and life insurance benefits</li>
<li>401K</li>
<li>Holiday pay, including a week-long paid Winter Holiday break</li>
<li>Paid time off</li>
<li>Unlimited referral bonuses</li>
<li>Tuition Reimbursement</li>
<li>Bonus incentives</li>
</ul>
Job Summary:
We are seeking a highly motivated, career-oriented teacher with a passion for Early Childhood Education whose general duties will be as follows.
<ul>
<li>Teacher assists in the implementation of a superior Early Childhood Education program in accordance with school policies and Malvern School philosophy.</li>
<li>Teacher maintains a safe, healthy and educational environment for the class.</li>
<li>Teacher communicates regularly with parents, in person and through the use of technology, meeting (or exceeding) parent expectations.</li>
</ul>
What we need from you:
<ul>
<li>High school diploma and be at least 18 years of age</li>
<li>At least 2500 hours (1 year, 4 months) months of documented experience with young children in a licensed facility OR 15 relevant college credits (or CDA) and at least 1250 hours (8 months) documented experience with young children in a licensed facility</li>
<li>Must be (or be willing to start) pursuing a CDA (Child Development Associate) OR a degree in the field</li>
</ul>
A Little More About Us:
The Malvern School is dedicated to educating young children through innovative programming. We are proud of our focus on a quality, child-centered philosophy and clean, attractive facilities. We encourage a strong sense of teamwork and a professional atmosphere. In addition to our generous compensation package, we offer ongoing professional development and opportunities for career advancement at our growing company.
The Malvern School curriculum is designed to meet or exceed the standards established by the National Association for the Education of Young Children (NAEYC), the nation’s largest early childhood accrediting organization. Daycares or preschools that meet NAEYC’s standards of excellence provide an environment with a focus on health and safety, have teachers who are well trained, have access to excellent teaching materials, and work with curriculum that is appropriately challenging and developmentally sound to provide high-quality education for children in Pennsylvania and New Jersey. The Malvern School might be the perfect place for you!
Visit our website to see how your commute would be and to learn more about our school: <a href="https://malvernschool.com/our-schools/find-a-preschool-near-me/" target="_blank">https://malvernschool.com/our-schools/find-a-preschool-near-me/</a>

Infant Assistant Teacher - Part Time

<h3>Job Description</h3>
Job Description
 PEER SUPPORT SPECIALIST
Job Description &amp; Responsibilities:
Any job description distributed by Spring Life Behavioral Care, LLC is not inclusive of all duties that the employee will be required to perform. The employer expressly reserves the right to change the responsibilities and duties as so desired. The job description may be changed verbally or written as desired by SLBC management. 
Direct Supervisor: 
The Associate Professional Peer Support Specialist (AP PS) reports to the Quality Assurance Director
Purpose of the Position:
The Associate Professional Peer Specialist (AP PS) provides supervision to peer support paraprofessional and provides services to consumers with serious mental illnesses. The AP PS will function as a role model to peers; exhibiting competency in personal recovery and use of coping skills; serve as a consumer advocate, providing consumer information and peer support for consumers at the Spring Life Behavioral Care. The AP PS performs a wide range of tasks to assist peers in regaining independence within the community and mastery over their own recovery process. The AP PS will maintain a working knowledge of current trends and developments in the mental health field by reading relevant books, journals and other relevant materials as well as engaging in relevant trainings and workshops. The AP PS will continue to share recovery materials with others at continuing education seminars and other venues to support recovery-oriented services; and attend continuing education seminars and other in-service training when offered.

Qualifications/Competencies: The AP PS staff must have the following Qualifications and Skills:
 (1) A Bachelor’s Degree from an institution of higher learning accredited by an accrediting body recognized by the U.S. Department of Education in a field of health, behavioral health, rehabilitation, human services, human development, education, social sciences, criminal justice, administration, management, organizational development, information management, business, or a related field or discipline and three years of experience gathering and analyzing data for quality management, quality assurance and/or quality improvement for a human services provider agency or an equivalent combination of training and experience; or 
(2) Associate Professional (AP) within the mental health, development disabilities, and substance abuse services (MH/DD/SAS) system of care means an individual who is a graduate of a college or university with a bachelor’s degree in a field other than human services with less than four years of full-time, post-bachelor’s degree accumulated MH/DD/SAS experience with the population served, or a substance abuse professional with less than four years of full-time, post-bachelor’s degree supervised experience in alcoholism and drug abuse counseling. 
(3) Must be certified as a Peer Specialist by in the State of North Carolina. 
 (4) Knowledge of the Recovery process and the ability to facilitate recovery using established
 standardized mental health processes.
(5) Knowledge and skill to teach and engage in basic problem solving strategies to
 support individual clients in self-directed recovery.
(6)General understanding of behavioral patterns and attitudes common in varying degrees with the MH/SA populations and if applicable DD population.
(7) Knowledge of the signs and symptoms of mental illness (i.e. auditory and visual
 hallucinations, aggressive talk and behavior, thoughts of self-harm or harm 
 towards others, isolation) and the ability to assist the client to address symptoms
 using strategies such as positive self-talk.
(8) Knowledge and skill sufficient to use community resources necessary for 
 independent living and ability to teach those skills to other individuals with severe mental illness.
 Community resources may include but are not limited to: social 
 security office, Department of Family and Children services, local YMCA, Library, 
 restaurants, clients’ service organizations, housing providers, etc. The PS may 
 accompany clients to community resources to assist them in accessing these 
 resources.
(9) Knowledge of how to establish and sustain self-help (mutual support) and
 educational groups by soliciting input from the mental health consumers on their
 strengths and interests.
(10) Ability to maintain effective and efficient working relationships and present an 
 atmosphere of teamwork.
(11) Regular and predictable job attendance.
(12) Consistently aware of health and safety needs for all staff and consumers.
 (13) Demonstrate good oral, written, and documentation skills.
(14) A valid driver’s license is required as some driving and/or transportation may be
 required to take clients to medical appointments, job sites, social activities and 
 other community resources.
Responsibilities:
<ul>
<li>Ensure that consumers' needs are met through on-going revision of the person centered plan to meet emerging needs of consumers.</li>
<li>Jointly facilitate adequate development of the consumer’s person centered plan {PCP}in collaboration with consumer and other treatment team members </li>
<li>Case management to arrange, link or integrate multiple services as well as assessment and reassessment of the consumer’s need for services.</li>
<li>Implements interventions outlined in the Person Centered Plan including but not limited to any of the following: skills development, educational, and pre-vocational activities</li>
<li>Inform the consumers about benefits, community resources, and services; assists the consumer in accessing benefits and services; arranges for the consumer to receive benefits and services; and monitors the provision of services.</li>
<li> Assist clients in setting up and sustaining self-help (mutual support) groups, as well as means of locating and joining existing groups.</li>
<li>Utilize tools such as the Wellness Recovery Action Plan (WRAP) to assist clients in creating their own individual wellness and recovery plans.</li>
<li> Use ongoing individual and group sessions to teach clients how to identify and combat negative self-talk and how to identify and overcome fears by providing a forum, which allows group members and PS to share their experiences.</li>
<li> Support clients’ vocational choices and assist them in choosing a job that matches their strengths, overcoming job-related anxiety by reviewing job applications, and providing interview tips.</li>
<li> Assist clients in building social skills in the community that will enhance job acquisition and tenure.</li>
<li>Teach and role model the value of every individual’s recovery experience. </li>
<li>Assist the client in obtaining decent and affordable housing of his/her choice in the most integrated, independent , and least intrusive or restrictive environment by taking them out to view housing, either driving them or riding with them on public transportation.</li>
<li>Models effective coping techniques and self-help strategies.</li>
<li>Serve as a recovery agent by providing and advocating for any effective recovery based services that will aid the client in daily living.</li>
<li>Assist clients in developing empowerment skills and combating stigma through self-advocacy. </li>
<li>Provide a standard service progress note service note that describes the consumer’s intervention, the time spent performing the intervention, the effectiveness of interventions and the signature of the staff providing the service</li>
</ul>

Certified Peer Support Specialist

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: Early Childhood Chinese Support Teacher (Pre-K3 and Pre-K4)
Supervisor: Founding Director of Teaching &amp; Learning
Start Date: August 2025
Application Deadline: Applications will be accepted on a rolling basis through June 2025. 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 3, 2025.
 
The Opportunity: We are seeking support teachers with experience in early childhood education to provide instructional support in either Spanish, Mandarin Chinese, or English at Global Citizens Public Charter School (Global Citizens PCS), for the 2025-2026 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.
 
Early Childhood Chinese Support Teacher Job Description
 
The Classroom 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, Spanish, or English 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 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. The support teacher will collaborate with the lead Mandarin Chinese, Spanish, or English teacher to implement lessons in the partner language (Mandarin Chinese or Spanish) and also serve as a model for the partner language. The 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. Support teachers, under the direct supervision of the Director of Teaching &amp; Learning, will work collaboratively with 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 Lead teacher to plan and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math, science, and social 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 support teacher or 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 and key pillars.

SY 25-26: Early Childhood Chinese Support Teacher (Pre-K3 and Pre-K4)

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: First GradeEnglish Lead Teacher
Supervisor: Principal
Start Date: August 2025
Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. 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 3, 2025.
 
The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in English at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 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 Lead Teacher Job Description
 
The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they 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 lead English teacher will teach all content areas in English. All teachers will work collaboratively 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. Lead teachers, under the direct supervision of the Director of Teaching &amp; Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality 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>Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student</li>
<li>Reinforce the mission with students and families, inspiring them to act on the mission every single day</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>Collaborates with support 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>Mentors support teachers and develop a strong classroom culture</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, and Assessment
<ul>
<li>Develop lesson plans and teach core subjects (English Language Arts and Social Studies) as well as math and science</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>Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide 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 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>Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student)</li>
<li>Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change</li>
<li>Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs</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>
<li>Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations</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>
Lead Teacher Requirements:
<ul>
<li>Bachelors degree or a Masters degree in Education or Curriculum and Instruction</li>
<li>At least two years of combined experience as a teacher preferred</li>
<li>Teaching license is preferred, but not required</li>
<li>Deep 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>Strong communication skills (both oral and written)</li>
</ul>
 
The ideal candidate is highly knowledgeable in the following:
<ul>
<li>Research-based, tiered instructional strategies</li>
<li>Elementary 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>
 
Compensation
 
Salary for this position is competitive and ranges from $60K to $80K. 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 25- 26: First Grade English Lead Teacher

<h3>Job Description</h3>
Job Description
Provide theory and practical instruction in accordance with scheduled training curriculum and evaluate student’s performance to determine competence. Demonstrate effective communication in classroom and laboratory, as well as work cooperatively with management personnel. Prepare and use lesson plans utilizing the Learn About Beauty (LAB) Online Program. Test students on theory work and practical skill development. Be available to discuss test results and overall progress with students. Always display a level of professionalism adhering to the school’s mission statement, and rules and regulations posted in the school’s catalog.
Company DescriptionMISSION AND CORE VALUES Dudley Beauty College’s Mission is to: ●\tPrepare students with in-class instruction to pass the State Board examination with confidence, ●\tAssist students with career placement through consultation, ●\tAid in developing students’ entrepreneurial skills and, ●\tProvide each student with a superior and extraordinary level of education using our in-class learning model. Our Core Values are: ●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process. ●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation. ●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship. 
<h3>Company Description</h3>
MISSION AND CORE VALUES\r\n\r\nDudley Beauty College’s Mission is to:\r\n●\tPrepare students with in-class instruction to pass the State Board examination with confidence,\r\n●\tAssist students with career placement through consultation,\r\n●\tAid in developing students’ entrepreneurial skills and,\r\n●\tProvide each student with a superior and extraordinary level of education using our in-class learning model.\r\n\r\nOur Core Values are:\r\n●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process.\r\n●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation.\r\n●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship.

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