<h3>Job Description</h3>
Job DescriptionPosition Overview
We are seeking a dynamic and dedicated Science and Social Studies Teacher to join our team. The ideal candidate will have a passion for educating middle school students and a commitment to integrating hands-on, inquiry-based learning experiences that promote student engagement and critical thinking. This teacher will be responsible for delivering rigorous and culturally relevant instruction in both Science and Social Studies. These duties include, but are not limited to the following:
Key Responsibilities
<ul>
<li>Develop and implement engaging, standards-aligned lesson plans that foster inquiry and a love for learning.</li>
<li>Differentiate instruction to meet the diverse needs of students, including those requiring additional support or enrichment.</li>
<li>Utilize data to assess student progress, inform instruction, and provide meaningful feedback.</li>
<li>Create a classroom environment that encourages collaboration, respect, and high expectations.</li>
<li>Integrate culturally relevant teaching strategies that reflect the diverse backgrounds of students.</li>
<li>Implement project-based and experiential learning opportunities to enhance student understanding.</li>
<li>Foster critical thinking and problem-solving skills through hands-on, interactive lessons.</li>
<li>Maintain clear and consistent communication with students, families, and colleagues.</li>
<li>Participate in professional development, collaborative planning, and school-wide initiatives.</li>
<li>Uphold Liberation Academy’s mission, values, and policies while actively contributing to a positive school culture.</li>
</ul>
<ul>
<li>Develop positive relationships with students, families, teachers, staff, and community members</li>
<li>Show up for critical school events, including staff meetings, open houses, parent-teacher conferences, and more</li>
<li>Create a classroom environment that is conducive to learning and is developmentally appropriate to the maturity and interests of the students</li>
<li>Have fun and spread joy!</li>
</ul>
Requirements
<ul>
<li>Bachelor’s degree required</li>
<li>A passion for being a part of a team-oriented, mission-driven school culture</li>
<li>Pass Criminal Background Check</li>
<li>Demonstrated commitment to closing the opportunity gap</li>
</ul>

Preferred Qualifications: 
Skills &amp; Experience: 
<ul>
<li>2 years of teaching experience</li>
<li>Demonstrated ability to raise achievement</li>
<li>Experience working in underserved/low-income communities</li>
<li>By the time that employment begins, all teachers in our schools must meet certification requirements. There are a few ways to meet this requirement: </li>
<ul>
<li>Hold a valid Georgia Teaching Certificate and possess the correct content endorsements needed to teach the particular content </li>
<li>Hold a valid teaching license that has successfully been transferred from another state that offers reciprocity with GA</li>
<li>Enroll in state-accredited Alternative Certification Program pursuing certification and be eligible for recommendation of licensure by district or program</li>
</ul>
</ul>
Benefits
Liberation Academy offers a competitive compensation and benefits package

Statement of Non-Discriminatory Practices
Liberation Academy is committed to a policy of equal treatment for all individuals applying for employment. Liberation Academy does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.

Science/Social Studies Teacher

<h3>Job Description</h3>
Job DescriptionDescription:
SY26/27 Upper School English Teacher - Cooper Campus
Requirements:

SY26/27 Upper School English Teacher - Cooper Campus

<h3>Job Description</h3>
Job DescriptionAre you a person of compassion? An advocate for justice? Someone who stands up for the rights of the vulnerable and speaks out for the marginalized, the exploited and the forgotten?&nbsp; Do you believe in our calling as Christians to welcome the least of these and love our neighbor? If you answered ‘yes’, to any of the above, World Relief, and millions of people around the world need you. At this pivotal moment in time, we are rapidly expanding and growing our team to meet the increasing needs of our world. We are looking for people who want to use their gifts and talents to make a real and tangible difference in our world and the lives of the suffering. &nbsp;If you’re looking for a purpose-driven career in which you can grow your talents, while also standing up for the rights of the vulnerable, we want you to join us today.&nbsp;&nbsp;ORGANIZATION SUMMARYWorld Relief is a global Christian humanitarian organization whose mission is to boldly engage the world’s greatest crises in partnership with the church. The organization was founded in the aftermath of World War II to respond to the urgent humanitarian needs of war-torn Europe. Since then, for 80 years, across 100 countries, World Relief has partnered with local churches and communities to build a world where families thrive and communities flourish. Today, organizational programming focuses on humanitarian and disaster response, community strengthening and resilience, and refugee &amp; immigrant services and advocacy. This position is reliant upon funding and may be subject to modification or termination based on resource availability. POSITION SUMMARY: World Relief Chicagoland serves adult immigrants and refugees at every stage of their language and career development journey, including contextualized English instruction, career-specific training, and workforce readiness. The Student Success Coach ensures learners achieve successful outcomes by providing proactive outreach, individualized coaching, and barrier mitigation. This role supports participants in completing industry-recognized credentials and transitioning seamlessly to employment or further education through intentional planning and warm hand-offs, while strengthening community relationships that build partnerships for increased opportunity. This is a part time position for 32 hours per week. 1 day onsite and 4 work from home days.ROLE &amp; RESPONSIBILITIES:
<ul>
<li>Guide learners through academic training plan:&nbsp;Collaborate with students to create individualized career maps anchored in&nbsp;SMART goals&nbsp;(Specific, Measurable, Achievable, Relevant, Time-bound), ensuring&nbsp;timely&nbsp;completion of credentialing steps and alignment with long-term career&nbsp;objectives.&nbsp;&nbsp;</li>
<li>Support credential attainment:&nbsp;Coach learners through Pre-Bridge, Bridge, and&nbsp;ICAPS&nbsp;training; build study skills and exam readiness for industry-recognized credentials.&nbsp;&nbsp;</li>
<li>Remove systemic barriers:&nbsp;Connect students to wraparound&nbsp;supports&nbsp;(transportation, childcare, technology access, food security, and mental health services) to promote persistence and completion.&nbsp;&nbsp;</li>
<li>Foster motivation and self-advocacy:&nbsp;Maintain&nbsp;regular check-ins, track progress against SMART milestones, and implement personalized strategies to overcome obstacles.&nbsp;&nbsp;</li>
<li>Deliver proactive outreach:&nbsp;Communicate via Zoom, email, text, and in-person appointments, using qualified interpretation to ensure language access.&nbsp;&nbsp;</li>
<li>Coordinate warm hand-offs:&nbsp;Partner with&nbsp;Community Colleges for&nbsp;post-secondary&nbsp;transitions and with&nbsp;Career Pathways Specialists&nbsp;for&nbsp;employment&nbsp;and&nbsp;additional&nbsp;vocational training, ensuring employer readiness and alignment with career goals.&nbsp;&nbsp;</li>
<li>Collaborate across teams:&nbsp;Work closely with instructors, Workforce Development, Case Management,&nbsp;Counseling,&nbsp;and Student Support Services to&nbsp;monitor&nbsp;progress,&nbsp;identify&nbsp;barriers, and deploy targeted interventions.&nbsp;&nbsp;</li>
<li>Track and report outcomes: Document participation, progress toward SMART goals, and credential attainment for evaluation and continuous improvement.</li>
<li>Maintain strong lines of communication with partner community colleges to coordinate placement, registration, advising, and clinical scheduling, ensuring smooth transitions from adult education into credit-bearing and credential programs.&nbsp; </li>
<li>Represent the department with community partners (employers, libraries, community centers, social service agencies) by attending meetings, sharing program updates, and elevating learner needs to strengthen referral pathways and employer readiness.&nbsp; </li>
<li>Contribute to partnership quality assurance by gathering feedback on learner preparedness and workplace performance, and by coordinating continuous improvement with department leadership.</li>
</ul>
JOB REQUIREMENTS:
<ul>
<li>Mature and personal Christian faith</li>
<li>Committed to the mission, vision, and values of World Relief</li>
<li>Desire to serve and empower the Church to impact vulnerable communities</li>
<li>Able to affirm and/or acknowledge World Reliefs Core Beliefs, Statement of Faith, Christian Identity and National Association of Evangelicals' For the Health of The Nation document</li>
<li>Bachelor’s degree&nbsp;required, preferred in the following areas: education, human services,&nbsp;counseling&nbsp;or other related fields&nbsp;</li>
<li>At least one year’s experience&nbsp;in the field of Adult Education as a Student Success Coach or equivalent (Academic Advisor, Transitions Coordinator,&nbsp;Learning &amp; Development, Corporate Training,&nbsp;etc.)&nbsp;</li>
<li>Ability to&nbsp;commute&nbsp;to&nbsp;WR&nbsp;office, as well as&nbsp;flexibility to visit&nbsp;partner community colleges&nbsp;and local partners&nbsp;for transitions support&nbsp;and rapport building.&nbsp;&nbsp;</li>
</ul>
PREFERRED QUALIFICATIONS:
<ul>
<li>Initiative and Independent Work&nbsp;</li>
<li>Manage Competing Priorities&nbsp;</li>
<li>Organizational&nbsp;&amp; Time Management&nbsp;Skills&nbsp;</li>
<li>Interpersonal Skills&nbsp;</li>
<li>Cross-cultural sensitivity&nbsp;</li>
<li>Trauma-informed&nbsp;academic&nbsp;advising&nbsp;skills&nbsp;</li>
<li>Cross-Cultural&nbsp;Communication Skills (oral and written)&nbsp;</li>
<li>Ability to Engage Interpretation Services&nbsp;</li>
<li>Knowledge of World Relief&nbsp;</li>
<li>Confidentiality and Professionalism&nbsp;</li>
</ul>
World Relief offers a competitive benefits package and employee discount program for full-time, Regular, and part-time (25+ hours per week) employees&nbsp;World Relief is honored to be recognized with the Gold-level Cigna Healthy Workforce Designation for exceeding the core components of our well-being program including leadership and culture, program foundations and execution, and whole person health.&nbsp;***Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.&nbsp;We are proud to be an EEO/AA employer M/F/D/V. We maintain a drug-free workplace and perform pre-employment substance abuse testing.&nbsp;For World Relief staff, strong commitment to the mission, vision, and values of World Relief is essential, and Christian faith is a prerequisite for employment, based upon United States federal guidelines provided in Title VII of the Civil Rights Act of 1964.

Student Success Coach (Part-time)

<h3>Job Description</h3>
Job Description
Job Title: SY 26-27 Chinese Lead Classroom Teacher
Department: Education 
FLSA Status: Professional Exempt
Reports to: Washington Yu Ying Principals
Compensation: $61,714 - $96,779 annually
Position Overview: Yu Ying is looking for passionate and experienced Chinese Lead Teachers (CLTs) to inspire and guide our students through an immersive language learning journey. Lead Teachers at Washington Yu Ying are part of a collaborative and supportive faculty with a common goal of continuously improving a great school. As a key member of our team, you will play a pivotal role in creating and enriching an inquiry-based classroom environment that nurtures curiosity and academic excellence. This is a wonderful opportunity for individuals who are passionate about young children and want continuous-on-the-job development for growth. 
Essential Responsibilities:
<ul>
<li>
<ul>
<li>Implement grade appropriate IB PYP curriculum (Chinese literacy, Social Studies, Math, and Science)</li>
<li>Lead the implementation of the IB units of inquiry through Chinese language, ensuring alignment with programme standards and school priorities.</li>
<li>Design, plan, and deliver transdisciplinary units that integrate Chinese learning within the IB framework. </li>
<li>Ensure a focus on conceptual understanding to support students in developing, extending, and transferring their ideas across contexts.</li>
<li>Utilize current IB resources and guidance, and regularly review and refine the implementation of the Chinese programme based on IB expectations.</li>
<li>Collaborate with colleagues to design, plan, assess, and moderate learning experiences within the IB programme.</li>
<li>Use local and global contexts to establish relevance and authenticity in Chinese learning experiences.</li>
<li>Promote effective relationships and purposeful collaboration among teachers to create a positive and dynamic learning community.</li>
<li>Establish a positive classroom culture </li>
<li>Emphasize and support oral language development across all content areas</li>
<li>Communicate and work effectively with families</li>
<li>Work positively and collaboratively as a member of a grade level team</li>
<li>Maintain active supervision of students at all times, including during instruction, transitions, arrival/dismissal, recess, lunch, and any school-sponsored activities; students must never be left unattended.</li>
<li>Ensure student safety by proactively monitoring environments and behaviors, enforcing school safety expectations, and intervening immediately when unsafe conditions or behaviors are observed.</li>
<li>Respond promptly to student injuries or medical concerns by following all school protocols, seeking appropriate assistance, and ensuring the student's immediate well-being.</li>
<li>Accurately document and report all injuries and safety incidents in accordance with school procedures and timelines, including notifying designated staff and families as required.</li>
<li>Implement all special education plans with fidelity, including IEPs, 504 Plans, and documented accommodations and modifications.</li>
<li>Participate consistently and professionally in required special education meetings, including IEP meetings, progress reviews, and collaborative planning sessions.</li>
<li>Provide scaffolded and differentiated instruction to ensure all students</li>
<li>Apply the Whole Child Model by addressing students' academic, social-emotional, behavioral, and physical well-being, and by collaborating with families and support staff to promote safe, inclusive, and supportive learning environments.</li>
<li>Support and promote the IB mission and learner profile by modeling IB values, contributing to a positive school culture, and reinforcing internationally minded practices in daily interactions.</li>
<li>Establish a positive classroom culture </li>
<li>Emphasize and support oral language development across all content areas</li>
<li>Other tasks as assigned</li>
</ul>
</li>
</ul>
Qualifications:
<ul>
<li>Bachelor's degree required. Bachelor's or Master's degree in education preferred.</li>
<li>Native-level fluency in Mandarin Chinese is required</li>
<li>One year of experience as a lead classroom Teacher or Chinese Teaching Fellow at Washington Yu Ying minimum required</li>
</ul>
Benefits:
Culture
<ul>
<li>The support of welcoming and appreciative students, parents, and colleagues</li>
<li>A community that supports and promotes a growth mindset that allows every Yu Ying member to grow with one another each day. </li>
<li>A dedicated and passionate team of colleagues that value collaboration and growing themselves as educators</li>
<li>A strong administration team that provides you with exceptional professional development often on the cutting edge of educational theory and philosophy, values teachers, and provides continuous feedback. This includes IB MA </li>
<li>A progressive learning environment for students that includes the The International Baccalaureate Primary Years Programme to guide you to focus on teaching inquiry and hands on, student centered learning. </li>
</ul>
Generous Paid Time Off
<ul>
<li>10 Personal/Sick</li>
<li>1 Milestone Day per year of employment</li>
<li>11 Federal Holidays</li>
<li>Chinese New Year</li>
<li>DC Emancipation Day</li>
</ul>
Insurance Benefits
<ul>
<li>Comprehensive Healthcare option</li>
<li>Dependent Coverage</li>
<li>FSA/HSA Options</li>
<li>100% Company Covered Life Insurance Option</li>
<li>Short &amp; Long term Disability Insurance</li>
<li>Fully covered Dental Coverage</li>
</ul>
Work-Life Balance Assistance
<ul>
<li>Public Transit Assistance</li>
<li>Staff Preference Enrollment in Yu Ying</li>
<li>On-Site Daycare (Ages 3 months - 4 years old)</li>
<li>Professional Development Opportunities</li>
<li>Annual Bonus/Stipend Opportunities/Monetary Rewards</li>
<li>3% 401K Match after 1 year of employment</li>
</ul>
Terms of Employment: 10 Months 
Physical Demands:
The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job.
Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall:
<ul>
<li>Use physical strength to lift, move, carry, pull or push equipment and/or student(s).</li>
<li>Sit, stand, walk, and run for required periods of time.</li>
<li>Speak and hear.</li>
<li>Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision.</li>
<li>Communicate effectively in English, using proper grammar and vocabulary.</li>
<li>Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers and/or controls. </li>
</ul>
Environmental Demands:
The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive.
<ul>
<li>Exposure to a variety of childhood and adult diseases and illnesses.</li>
<li>Occasional exposure to a variety of weather conditions.</li>
<li>Exposure to heated/air-conditioned and ventilated facilities.</li>
<li>Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.</li>
<li>Function in a workplace with a high level of noises at times.</li>
</ul>
* Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement

SY 26-27 Chinese Lead Teacher (Grades PK3-5th)

<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 Social Studies Positions

<h3>Job Description</h3>
Job DescriptionHigh School 11th Grade ELA and AP Literature 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 11th Grade ELA and AP Literature 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>
</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 11th Grade ELA and AP Literature Teacher

<h3>Job Description</h3>
Job Description
Everytown for Gun Safety, the nation’s largest gun violence prevention advocacy group, is seeking a Political Intern. Everytown’s political department supports the work of the organization through the successful engagement of elections, including candidate programming and trainings, independent expenditure (IE) work, electoral partner coordination, and voter research. Our goal for you is to learn about how Everytown for Gun Safety and Moms Demand Action work toward our ultimate goal of ending gun violence. 
 
Primary Responsibilities:
<ul>
<li>
Assist in the daily operations of Everytown for Gun Safety’s political team
</li>
<li>
Track and monitor 2026 down ballot, statewide, and federal elections across the nation 
</li>
<li>
Assist with planning and implementation of political programming, including the Moms Demand Action Gun Sense Candidate program, Demand a Seat program, and IE planning for 2024 elections
</li>
<li>
Support the Demand a Seat campaign management training program by researching and tracking information about candidates and training participants. Supporting program communications and operations by drafting emails and newsletters, and providing technology support for Zoom training sessions. 
</li>
<li>
Collect and identify relevant political and electoral research on 2024 and 2025 electoral candidates and campaigns
</li>
<li>
Maintain databases and input information, data, and records related to Everytown’s political programs
</li>
<li>
Special projects for the political department, as needed
</li>
</ul>
 
Qualifications:
<ul>
<li>
An interest in gun violence prevention, political and advocacy campaigns
</li>
<li>
Experience working with Microsoft Excel or Google Sheets, with the ability to maintain and organize data
</li>
<li>
Strong writing skills and comfort providing technology support for virtual training sessions (e.g., Zoom, Google Suite).
</li>
<li>
Attention to detail and ability to conduct research and synthesize information from public data, new sources, and databases, etc.
</li>
<li>
Willingness to work in a fast-pace, campaign-like environment and ability to juggle multiple priorities
</li>
<li>
Position is based in Washington, D.C. or New York City, with a hybrid work schedule
</li>
<li>
Approximately 12-15 hours per week during the spring
</li>
</ul>
 
The minimum pay rate for this position is $18.00 per hour.
 
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
 
About Everytown for Gun Safety
Everytown for Gun Safety Action Fund (“Everytown for Gun Safety”) is the largest gun violence prevention organization in the country with nearly 11 million supporters and more than 700,000 donors, including moms, mayors, survivors, students, and everyday Americans who are fighting for common-sense gun safety measures that can help save lives. Learn more at <a href="http://www.everytown.org" target="_blank">www.everytown.org</a> and follow us @Everytown.
Everytown for Gun Safety provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.
Candidates who identify as members of historically underrepresented groups are highly encouraged to apply.
You can learn about the framework that guides our work by viewing Everytown's Organizations Values

Political Intern

<h3>Job Description</h3>
Job Description

The Middlebury School of Hebrew (SoH) is now accepting applications for Hebrew instructors for summer 2026 courses which will be taught in person on the Middlebury College campus in Vermont. 
We have a limited number of openings for new faculty members who have extensive experience teaching both Modern and Biblical Hebrew language and culture. Our programs take place in an immersive linguistic and cultural environment with rigorous daily classroom instruction. This is a unique opportunity to join a highly motivated community that is actively engaged in the teaching and learning of Hebrew, both inside and outside of class, 24/7. In addition to the salary, lodging and a complete meal plan will be provided. We will reach out to applicants chosen for interviews starting November 1st, 2025. 
Please note that all 7 and 3-week program instructors are required to arrive on campus by 4:00 p.m. Eastern on Tuesday, June 23rd, 2026 and to teach for the entire duration of their program.  

Compensation will be determined on an individual basis as discussed with the Language School director.

Summer 2026 SoH Faculty Dates: 
<ul>
<ul>
<li>7-week Immersion Program/Biblical Hebrew Track: June 23 - August 14, 2026</li>
<li>3-week Immersion/Lifelong Learner Program: June 23 - July 17, 2026</li>
</ul>
</ul>

The application deadline is November 1, 2025. 

Qualifications 
The successful candidate must possess a minimum of an M.A. in second language acquisition, culture, literature, or a related field, along with strong interpersonal skills, and demonstrated success working as a member of a Hebrew language instructional team. A candidate with a creative, dynamic approach, including advanced technology and computer skills, would be an excellent fit for the SoH. 

Requirements
Application Instructions 
Faculty who taught for the SoH in summer 2025, only need to submit an updated CV and a one-page document detailing their language teaching philosophy to apply to teach in summer 2026. 

All other applicants should submit a detailed cover letter in Hebrew or English with the following information and attachments: 
<ul>
<li>Your teaching background, including the number of years you have taught Hebrew, where you have taught and which levels. </li>
</ul>
<ul>
<li>A one-page explanation of your language teaching philosophy and how it would define your teaching at the SoH. </li>
</ul>
<ul>
<li>A list of the SoH language program(s) that you are applying to teach in from the following list: </li>
</ul>
<ul>
<li>7-week Modern Hebrew </li>
</ul>
<ul>
<li>7-week Biblical Hebrew </li>
</ul>
<ul>
<li>3-week Modern Hebrew </li>
</ul>
<ul>
<li>3-week Modern Hebrew Lifelong Learners track </li>
</ul>
<ul>
<li>A one-page description of how you use technology and authentic materials in the language classroom. </li>
</ul>
<ul>
<li>How you would contribute to our School of Hebrew co-curricular activities (please visit our website for information about our activities). </li>
</ul>

Also needed are the following documentations with your application: 
<ul>
<li>A sample syllabus from a previous Hebrew language course you have taught.  </li>
</ul>
<ul>
<li>A sample lesson plan. </li>
</ul>
<ul>
<li>A sample video of you teaching. </li>
</ul>
Recent statistical information from student evaluations (if available) 
Benefits
Equal Employment Opportunity Statement 
Middlebury College is a top-tier liberal arts college with a demonstrated commitment to excellence in faculty teaching and research. An Equal Opportunity Employer, the College is committed to hiring a diverse faculty as we work to foster innovation in our curriculum and to provide a rich and varied educational experience to our increasingly diverse student body. nal experience to our increasingly diverse student body.

Instructor of Hebrew (Summer 2026 LSH002)

<h3>Job Description</h3>
Job Description


Social Studies Teacher
Position Summary:
GGA is an all-girls public charter school committed to empowering young women through rigorous academics, strong character development, and leadership opportunities. We are seeking a passionate and dedicated Social Studies Teacher to join our team and foster a love of learning, critical thinking, and civic engagement in our students.
Key Expectations:
<ul>
<li>GGA instructors submit lesson plans weekly. Lesson plans are reviewed by the Academic Program Coordinator and feedback is provided.</li>
<li>Advisory classes are an important part of school culture at GGA. Students work on college and career readiness, social and emotional learning and academics in these daily classes. The advisor is an important part of a student's support network at GGA, and most instructors are assigned an advisory class. Advisory lessons are provided and the instructor facilitates sessions, grades assignments, and maintains a strong relationship and line of communication with advisees' caregivers.&nbsp;</li>
<li>Culture support in the hallways and at lunch is expected. Instructors are assigned an arrival and dismissal duty, and are added to a master schedule to support hallways for one period everyday.</li>
<li>At GGA we believe that we are partners in education with our student's caregivers. Together we support students and ensure they achieve their fullest potential. To do this, GGA gives dedicated work time on a Wednesday to reach out to caregivers. It is expected that instructors maintain continued lines of communication with caregivers through grading, calling and emailing home and facilitating twice annual Student Led Conferences.</li>
<li>Ensure you have at least 2 grades for every week, 2 summatives for the quarter and end of quarter comments</li>
</ul>
Key Responsibilities
Instruction &amp; Student Support
<ul>
<li>Plan and deliver engaging, standards-based lessons in Social Studies (e.g., U.S. History, World History).</li>
<li>Plans and delivers dynamic, standards-aligned history lessons that cultivate critical thinking, analysis, and a deep understanding of historical events and their impact on the modern world.</li>
<li>Develops cohesive unit and lesson plans aligned with GGA’s curriculum framework, emphasizing inquiry, evidence-based reasoning, and diverse perspectives.</li>
<li>Uses student data and formative feedback to guide instructional decisions, ensuring that all students are engaged, challenged, and supported in their learning journey.</li>
<li>Designs and implements a variety of formative and summative assessments that measure content mastery, historical reasoning, and the development of civic and global awareness.</li>
<li>Integrates interdisciplinary connections between history, literature, art, science, and global issues to help students make meaningful links between the past and present.</li>
<li>Encourages student-led discussions, debates, and research projects that build confidence, voice, and leadership, particularly in examining the role of women and underrepresented groups in shaping history.</li>
<li>Incorporates culturally responsive pedagogy that affirms diverse experiences and fosters empathy, perspective-taking, and civic engagement among young women.</li>
</ul>
Learning and Development
<ul>
<li>Plans and teaches lessons using inquiry-based approaches to teaching and learning</li>
<li>Uses a wide range of technologies and strategies to differentiate instruction based on readiness, learning difference, and interest.</li>
<li>Uses student data to drive instructional decisions</li>
<li>Contributes to interdisciplinary curriculum planning and development</li>
<li>Fosters positive relationships with students</li>
<li>Develops regular communication protocols with parents</li>
<li>Delivers thoughtful guidance and support with advisory groups</li>
<li>Engages professionally and enthusiastically with new school initiatives</li>
<li>Keeps up-to-date records of attendance, curriculum, and assessment</li>
<li>Develops and implements assessments aligned to GGA curriculum standards</li>
<li>Demonstrates an active and genuine interest in professional growth</li>
</ul>
School Community Engagement
<ul>
<li>Fosters positive relationships with students</li>
<li>Develops regular communication protocols with parents</li>
<li>Delivers thoughtful guidance and support with advisory groups</li>
<li>Engages professionally and enthusiastically with new school initiatives</li>
<li>Participate in weekly and month professional development programs</li>
</ul>
<ul>
<li>Creating classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety including establishing strong relationships with students to demonstrate care</li>
<li>Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn</li>
<li>Use resources to effectively differentiate for all types of learners through co-teaching with special education teachers and through providing students additional resources</li>
</ul>
Qualifications
<ul>
<li>Bachelor’s degree, (Master’s preferred) with a concentration in content area</li>
<li>Secondary classroom experience in an urban context (three years preferred)</li>
<li>Solid and demonstrable teaching experience working with a variety of student academic levels</li>
<li>Creative and enthusiastic approach to teaching and learning</li>
<li>Ability to write a cohesive lesson plan</li>
<li>Exhibits ability to collaboratively work within and across disciplines with a diverse instructional team</li>
<li>Demonstrates ability to work with parents and community</li>
<li>Excellent interpersonal communication skills, classroom management, and adaptive teaching</li>
<li>Lead extra-curricular activities during and/or after school</li>
<li>Receive and incorporate feedback from team leaders, executive leadership and peers</li>
<li>Growth minded, receiving and incorporating feedback from team leaders, executive leadership and peers</li>
</ul>
IDEAL CANDIDATES WILL ALIGN TO OUR ACADEMIC APPROACH:
<ul>
<li>Creating classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety including establishing strong relationships to demonstrate that we care about them</li>
<li>Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn</li>
<li>Use resources to effectively differentiate for all types of learners through co-teaching with special education teachers and through providing students additional resources</li>
</ul>
About Our School
Girls Global Academy (GGA) is an all-girls public charter high school in Washington, DC. We are an authorized International Baccalaureate World School who offers the IB Career Programme with specific pathways in engineering and business.&nbsp;
As of January 2022 we have 35+ staff and 150+ students in 9th and 10th grade. As we continue to grow our student body to 400 students and 60 staff over the next 3-5 years we strive to establish a strong school culture where our four pillars of sisterhood, scholarship, service and safety are embedded in everything we do.&nbsp;
Our SY 25-26 Staff: You will be an integral part of growing our school, and as a member of the GGA Staff you understand that starting and growing a school is hard work, so you are empowered to take ownership over the work and have a responsibility to each of our students. You are truly a part of a resilient team that has an all-hands-on-deck mentality and faces challenges head on with clear communication. Our 2024, 2025, and 2026 graduating classes need staff that believe in our students, maintain strong community norms and are committed to making sure our students know they matter.&nbsp;
We are located in the heart of Washington D.C. between the Downtown and Chinatown neighborhoods, and just one block from the Gallery Place Metro Station. This ideal location allows us to engage our students in the vibrant and globally focused culture of the community and all that DC has to offer.&nbsp;
Ideal Candidates
Girls Global Academy is a community of dedicated innovators who believe girls matter. Through our daily work, we are committed to actions that equip the next generation of leaders to navigate the world with confidence and compassion to succeed in any path they may choose. Our approach to education will allow girls to develop strong voices that inspire change.
Because you matter - this is who we are looking for:
<ul>
<li>You are highly qualified and mission oriented</li>
<li>You are passionate about all girls’ high school education</li>
<li>You are flexible and adaptable to change and excited about working in a start-up school environment</li>
<li>You are a self-starter, problem solver and have a growth mindset</li>
<li>You are committed to assisting the school becoming Tier 1</li>
</ul>
If you meet these ideals - we want to speak with you about joining our team! 
Our Commitments to Staff:&nbsp;
<ul>
<li>Personalized professional development tailored to your needs as an educator&nbsp;</li>
<li>Support and coaching from an experienced leadership team</li>
<li>A seat at the table where you are a decision maker in an equitable and inclusive environment</li>
<li>Work-life rhythm where you are encouraged to make self care a priority</li>
</ul>
How to Apply&nbsp;&nbsp;
Please submit your application to our online jobs portal <a href="https://girlsglobalacademy.applytojob.com/" target="_blank">https://girlsglobalacademy.applytojob.com/</a>. All applicants will have to pass a background check. Applicants must be permitted to work in the United States without a GGA sponsored Visa.&nbsp;
&nbsp;Applications will be reviewed on a rolling basis.&nbsp; No phone calls, please.&nbsp;
Girls Global Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

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2025-2026 SY Social Studies Teacher

<h3>Job Description</h3>
Job Description
Job Title: SY 26-27 English Lead Classroom Teacher
Department: Education 
FLSA Status: Professional Exempt
Reports to: Washington Yu Ying Principals
Compensation: $61,714 - $96,779 annually
Position Overview: Teachers at Washington Yu Ying are part of a collaborative and supportive faculty with a common goal of continuously improving a great school. English Lead teachers contribute to whole student achievement through their support of students across their grade levels through whole classroom instruction.
Essential Responsibilities:
<ul>
<li>
<ul>
<li>Implement grade appropriate IB PYP curriculum (English literacy, Social Studies, Math, and Science)</li>
<li>Lead the implementation of the IB units of inquiry ensuring alignment with programme standards and school priorities.</li>
<li>Design, plan, and deliver transdisciplinary units that integrate the IB framework. </li>
<li>Ensure a focus on conceptual understanding to support students in developing, extending, and transferring their ideas across contexts.</li>
<li>Utilize current IB resources and guidance, and regularly review and refine the implementation of the programme based on IB expectations.</li>
<li>Collaborate with colleagues to design, plan, assess, and moderate learning experiences within the IB programme.</li>
<li>Use local and global contexts to establish relevance and authenticity in Chinese learning experiences.</li>
<li>Promote effective relationships and purposeful collaboration among teachers to create a positive and dynamic learning community.</li>
<li>Establish a positive classroom culture </li>
<li>Emphasize and support oral language development across all content areas</li>
<li>Communicate and work effectively with families</li>
<li>Work positively and collaboratively as a member of a grade level team</li>
<li>Maintain active supervision of students at all times, including during instruction, transitions, arrival/dismissal, recess, lunch, and any school-sponsored activities; students must never be left unattended.</li>
<li>Ensure student safety by proactively monitoring environments and behaviors, enforcing school safety expectations, and intervening immediately when unsafe conditions or behaviors are observed.</li>
<li>Respond promptly to student injuries or medical concerns by following all school protocols, seeking appropriate assistance, and ensuring the student's immediate well-being.</li>
<li>Accurately document and report all injuries and safety incidents in accordance with school procedures and timelines, including notifying designated staff and families as required.</li>
<li>Implement all special education plans with fidelity, including IEPs, 504 Plans, and documented accommodations and modifications.</li>
<li>Participate consistently and professionally in required special education meetings, including IEP meetings, progress reviews, and collaborative planning sessions.</li>
<li>Provide scaffolded and differentiated instruction to ensure all students</li>
<li>Apply the Whole Child Model by addressing students' academic, social-emotional, behavioral, and physical well-being, and by collaborating with families and support staff to promote safe, inclusive, and supportive learning environments.</li>
<li>Support and promote the IB mission and learner profile by modeling IB values, contributing to a positive school culture, and reinforcing internationally minded practices in daily interactions.</li>
<li>Establish a positive classroom culture </li>
<li>Emphasize and support oral language development across all content areas</li>
<li>Other tasks as assigned</li>
</ul>
</li>
</ul>
Qualifications:
<ul>
<li>Bachelor's degree from an accredited institution required.</li>
<li>Bachelor's degree in education or Master's degree in education preferred.</li>
<li>Early childhood and/or elementary experience required.</li>
</ul>
Benefits:
Culture
<ul>
<li>The support of welcoming and appreciative students, parents, and colleagues</li>
<li>A community that supports and promotes a growth mindset that allows every Yu Ying member to grow with one another each day. </li>
<li>A dedicated and passionate team of colleagues that value collaboration and growing themselves as educators</li>
<li>A strong administration team that provides you with exceptional professional development often on the cutting edge of educational theory and philosophy, values teachers, and provides continuous feedback. This includes IB MA </li>
<li>A progressive learning environment for students that includes the The International Baccalaureate Primary Years Programme to guide you to focus on teaching inquiry and hands on, student centered learning. </li>
</ul>
Generous Paid Time Off
<ul>
<li>10 Personal/Sick</li>
<li>1 Milestone Day per year of employment</li>
<li>11 Federal Holidays</li>
<li>Chinese New Year</li>
<li>DC Emancipation Day</li>
</ul>
Insurance Benefits
<ul>
<li>Comprehensive Healthcare option</li>
<li>Dependent Coverage</li>
<li>FSA/HSA Options</li>
<li>100% Company Covered Life Insurance Option</li>
<li>Short &amp; Long term Disability Insurance</li>
<li>Fully covered Dental Coverage</li>
</ul>
Work-Life Balance Assistance
<ul>
<li>Public Transit Assistance</li>
<li>Staff Preference Enrollment in Yu Ying</li>
<li>On-Site Daycare (Ages 3 months - 4 years old)</li>
<li>Professional Development Opportunities</li>
<li>Annual Bonus/Stipend Opportunities/Monetary Rewards</li>
<li>3% 401K Match after 1 year of employment</li>
</ul>
Terms of Employment: 10 Months 
Physical Demands:
The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job.
Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall:
<ul>
<li>Use physical strength to lift, move, carry, pull or push equipment and/or student(s).</li>
<li>Sit, stand, walk, and run for required periods of time.</li>
<li>Speak and hear.</li>
<li>Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision.</li>
<li>Communicate effectively in English, using proper grammar and vocabulary.</li>
<li>Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers and/or controls. </li>
</ul>
Environmental Demands:
The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive.
<ul>
<li>Exposure to a variety of childhood and adult diseases and illnesses.</li>
<li>Occasional exposure to a variety of weather conditions.</li>
<li>Exposure to heated/air-conditioned and ventilated facilities.</li>
<li>Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.</li>
<li>Function in a workplace with a high level of noises at times.</li>
</ul>
* Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement

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