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<h3>Job Description</h3>
Job Description
Tharseo IT is a veteran led, minority owned, Oracle partner focused on providing the government and higher education communities exceptional ERP migration and modernization services to OCI. Our vision is to be a leader in Oracle Cloud technology solutions and services, delivering unparalleled value to our clients worldwide. We aim to create a future where organizations can leverage the power of the cloud to innovate, optimize, and transform their agency or higher education institution, while enjoying exceptional customer service and support. 
As a IT Trainer/Content Developer for the Georgia Department of Transportation (GDOT), you will travel to District and Area Office locations in District 1 (Gainesville), District 2 (Tennille, GA), District 3 (Thomaston GA), and/or District 6 (Cartersville) to conduct on-premise classes several times a month and conduct classes remotely online through Microsoft Teams. Details on District locations can be found here: <a href="https://www.dot.ga.gov/GDOT/Pages/GDOTDistricts.aspx" target="_blank">https://www.dot.ga.gov/GDOT/Pages/GDOTDistricts.aspx</a>.
The job will be to deliver IT training to GDOT staff (adult learners) on custom GDOT IT developed and Commercial-Off-The-Shelf (COTS) applications. GDOT will train the candidate in these products. Candidate will deliver training for desktop, web, and mobile applications. Candidate will work with GDOT users to identify training needs, courses, and content. Candidate will publish training schedules/course offerings within GDOT Learning Management System (Oracle/Workday), administer learner enrollments/testing/completions, assign grades/scoring or awarding of certifications. Candidate will send and review training surveys to obtain feedback to improve training delivery and GDOT IT products. Candidate will collaborate/develop relationships with GDOT business units to increase class enrollments and address technical needs. Candidate will also facilitate vendor or contractor delivered training.
The candidate will develop/update/maintain IT training content. They will compile information to create PowerPoint presentations, IT Trainer Guides, Quick Reference Guides, User Manuals, Storyboards, Videos, and/or Computer Based Training. Candidate will engage technical staff to develop training content.
GDOT highly desires a candidate who can develop training content using Microsoft Word, Microsoft PowerPoint, TechSmith Camtasia, Adobe Captivate, and/or Articulate 360/Storyline.
Candidate will complete record keeping for tracking time/activities, timecards, performance indicators, and ensure submitted data is accurate.
Candidate will be working as a team member within the IT organization of GDOT and report to a Team Leader/Supervisor. The IT Training Team is composed of IT Trainers, Instructional Designers and a Team Leader. The team delivers training statewide on ~40 applications. Training courses cover a variety of transportation topics such as contract administration, material testing, construction inspections, asset management/maintenance, and emergency operations.
Core Competencies:
<ul>
<li>Training: Employs a variety of instructional techniques; effectively obtains learner engagement; delivers competency-based learning; actively seeks feedback to improve.</li>
<li>Content Development: Produces high quality training content quickly with minimal rework.</li>
<li>Communication: Routinely and effectively communicates with GDOT learners/customers; with Team Leader on work assignments/priorities, timelines, risks/issues, travel issues, etc.</li>
<li>Teamwork and Cooperation: Supports their team and IT to accomplish common goals, objectives, projects, and tasks. Demonstrates a “can-do” or “team player” attitude. Assists in conducting scheduled classes when other instructors are unable to conduct (e.g. call in sick).</li>
<li>Customer Service: Provides helpful, courteous, responsive, and knowledgeable service. Ensures customer IT needs/issues get routed to appropriate support staff/IT management. Demonstrates patience and empathy with learners. Honors commitments and provides follow-up/follow-through. Provides learning opportunities to meet GDOT business needs, offer the complete course catalog, and schedule classes equitably across Districts.</li>
<li>Results Orientation: Consistently delivers required business results; demonstrates successful attainment of performance indicators for courses, classes, and enrollments; sets and achieves achievable, yet aggressive goals; consistently complies with quality standards in meeting deadlines; maintains focus on achieving GDOT IT goals/objectives.</li>
<li>Planning and Organization: Plans schedules, work assignments, and travel arrangements sufficiently in advance. Confirms work priorities and manages time effectively.</li>
<li>Travel: Able and flexible in travelling to conduct scheduled on-site training.</li>
</ul>
Responsibilities: 
<ul>
<li>Adheres to the priorities, procedures, objectives, and guidance of their GDOT Team Leader and IT management.</li>
<li>Keeps Team Lead fully informed of work schedule, technical issues/risks, or any travel or accommodation concerns. Proactively communicates and takes steps with Team Leader and IT management to mitigate any issues/risks.</li>
<li>Learns and maintains knowledge of GDOT IT applications to a level sufficient to effectively teach and guide learners in its use and operation.</li>
<li>Maintains, coordinates, and communicates training schedules/course offerings with end users and stakeholders.</li>
<li>Ensures training environments and data are ready prior to training classes.</li>
<li>Conducts virtual classroom training, on-site classroom, and webinars/user group sessions.</li>
<li>Establishes effective relationships throughout the organization, both within IT, Human Resources, and across business units/customers/stakeholders to identify/address gaps in user training and solicit class enrollment.</li>
<li>Reserves conference rooms/equipment, confirms enrollments before travel, makes appropriate travel arrangements, and travels safely.</li>
<li>Conducts online training using Microsoft Teams and on-premise training in conference rooms/computer labs.</li>
<li>Provides an engaging, interactive, and positive learning experience to learners.</li>
<li>Maintains professionalism and order within the classroom to complete course objectives.</li>
<li>Completes enrollments, course attendance/completions, and assigns appropriate scoring/grades within the LMS. Sends out surveys.</li>
<li>Ensures correct recordkeeping within the LMS, timekeeping/work activity reporting, and performance indicator reporting.</li>
<li>Ensures travel expenses, taxes, and forms are correct on billing statements, etc. Submits expense reports through appropriate systems and within expected timeframes. Complies with travel policies and reimbursement procedures.</li>
<li>Reviews and updates training materials and documentation.</li>
<li>Produces effective training content suitable to course audience. Publishes course materials as needed.</li>
<li>Participates in IT projects. Provides user training support with IT product user acceptance testing, initial rollouts, and ongoing production operation.</li>
<li>Able to adapt/respond in a dynamic, fast-paced, customer-focused IT environment.</li>
</ul>
Qualifications: 
<ul>
<li>Microsoft Office and Office 365 applications</li>
<li>BA/BS in in communications, teaching, IT or similar field; or Associate Degree with 2 years of IT experience; or IT Certifications with 4 years of IT experience</li>
<li>Work experience in IT technical training or with computers, technology, IT applications/systems, and/or end user client support</li>
<li>Excellent verbal and written English language communication, presentation, and teaching skills</li>
<li>Able and flexible to travel within the State of Georgia to provide scheduled in-person training classes</li>
<li>Work experience in developing role-based end user training content for IT applications/systems</li>
<li>Experience in instructional design, visual design, storyboarding, writing instructional text, audio scripts/video scripts</li>
<li>Experience with Adobe Captivate, TechSmith Camtasia, Articulate 360/Storyline, Microsoft Teams, Oracle LMS/Workday LMS and ServiceNow</li>
<li>Work experience with maintaining training records within an LMS</li>
</ul>
Our Mission: We are dedicated to promoting diversity and creating a sense of belonging within our organization. Inclusion and diversity are at the core of our culture and values, and make us more innovative and creative in serving our clients and communities. 
Compensation: At Tharseo IT, we understand that salaries for roles can vary significantly depending on factors such as location, specific role, skillsets, and level of experience. We believe in fairly rewarding our employees for their expertise and contributions and strive to ensure that our compensation packages are competitive and reflective of the current market value. Full-time and part-time employees working at least 20 hours a week on a regular basis are eligible to participate in Tharseo IT’s benefit programs. Additionally, our offerings include health insurance, retirement benefits, paid leave, career development and flexible remote schedule. 
Equal Employment Opportunity Statement 
Tharseo IT is an equal opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal state or local laws.This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. Tharseo IT makes hiring decisions based solely on qualifications, merit, and business needs at the time.

IT Trainer/Content Developer

<h3>Job Description</h3>
Job Description
Continuing Education Adjunct Faculty (Fall 2025)
Salary: $1,000/per credit (In-person or synchronous) (classes 3 credits)
 $1,800/per credit (Asynchronous) (classes 3 credits)
Trinity Washington University is seeking experienced and dedicated adjunct faculty members to teach graduate-level and undergraduate-level professional development courses in our Continuing Education program. We offer graduate-level courses designed for educators, counselors, administrators, and other school personnel seeking to earn credit for in-service, recertification, and continuing education requirements. Our undergraduate-level courses focus on providing introductory overviews of paralegal studies, data analytics, and office administration. These courses cover a wide range of subjects and are offered in various formats, including live in-person, online live synchronous, and online asynchronous.
Course types:
<ul>
<li>Early Childhood Education</li>
<li>Technology for Educators</li>
<li>Special Education</li>
<li>Counseling</li>
<li>Mathematics for Teachers</li>
<li>Literacy and Language Arts</li>
<li>Educational Leadership and Administration</li>
<li>Legal Issues in Education</li>
<li>Paralegal Studies</li>
<li>Data Analytics</li>
</ul>
Key Responsibilities:

<ul>
<li>Develop and deliver course content for graduate-level or undergraduate-level professional development courses.</li>
<li>Engage students through interactive and dynamic teaching methods.</li>
<li>Assess student performance and provide timely feedback.</li>
<li>Maintain accurate records of student attendance and grades.</li>
<li>Collaborate with the Office of Continuing Education to ensure course quality and alignment with program goals.</li>
<li>Stay current with developments in the field of education and incorporate relevant advancements into course content.</li>
</ul>

Qualifications: 
<ul>
<li>A minimum of a Master's degree in Education or a related field; Doctorate preferred</li>
<li>Relevant teaching experience at the K-12 or higher education level</li>
<li>Demonstrated expertise in the subject area of the course(s) to be taught</li>
<li>Strong communication and interpersonal skills</li>
<li>Ability to engage and inspire adult learners</li>
</ul>
Application Process: Interested candidates should submit the following:
<ul>
<li>A cover letter outlining their qualifications and teaching philosophy</li>
<li>A current curriculum vitae (CV)</li>
<li>Contact information for three professional references</li>
<li>Copies of relevant transcripts and certifications</li>
</ul>
About Trinity Washington University: Trinity Washington University is a comprehensive institution offering a full range of undergraduate and graduate programs. Our Office of Continuing Education is dedicated to providing high-quality professional development opportunities for educators and other professionals. We are committed to fostering a diverse and inclusive learning environment.
For more information about our Continuing Education program, please visit our website: Continuing Education - Trinity Washington University | Washington, DC
Trinity offers comprehensive and competitive benefits to Adjunct Professor’s to include, Supplemental Personal Insurance (AFLAC), 403(b) Retirement Plan – Group Supplemental Retirement Account (GSRA), Trinity Center Membership Free to all employees to include full size pool, walking track, weight &amp; Cardio equipment, Free campus parking, Free Shuttle bus between campus &amp; Brookland Metro station and dining services. 
Trinity Washington University is dedicated to the achievement of excellence and diversity among its students, faculty and staff. Trinity is committed to fostering a diverse and inclusive community and strongly encourages all qualified individuals to apply.

Continuing Education Adjunct Faculty

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

Assistant Preschool Teacher

<h3>Job Description</h3>
Job Description
Bachelor’s or Master’s degree in Deaf Education, Special Education, or a related field, active Deaf &amp; Hard of Hearing (DHH) certification, and 1+ years Deaf &amp; Hard of Hearing Specialist experience required. Applicants who do not meet these qualifications will not be considered. 
This position seeks a skilled educator specializing in teaching students who are deaf or hard of hearing for a K-12 school setting. The role is itinerant, requiring travel to multiple school sites within the Aurora, CO area to provide direct service and support to students across various locations.
Key responsibilities include managing a caseload of 16 students ranging in age from early childhood through 21 years old. The teacher will deliver tailored instruction and support designed to meet individual student needs, collaborating with families, school staff, and related service providers. Ensuring pliance with Colorado Department of Education (CDE) standards and maintaining all required documentation will be essential.
Qualifications and experience desired:
<ul>
<li>Valid CDE licensure specific to Deaf/Hard of Hearing teaching endorsement</li>
<li>Experience working with students who are deaf or hard of hearing across early childhood through young adulthood</li>
<li>Ability to develop individualized education plans and implement appropriate instructional strategies</li>
<li>Strong munication and collaboration skills for working with diverse teams and students with varying hearing needs</li>
<li>fortable traveling between multiple school locations, managing schedule efficiently</li>
</ul>
Position details:
<ul>
<li>Location: Aurora, Colorado</li>
<li>Employment type: Contract for the 2025-2026 school year</li>
<li>Start date: August 11, 2025</li>
<li>End date: May 22, 2026</li>
<li>Weekly hours: 30</li>
</ul>
This role offers a meaningful opportunity to impact the academic and social development of students who are deaf or hard of hearing by providing specialized instruction and support. Candidates dedicated to inclusive education and student success are encouraged to apply and contribute their expertise in a dynamic educational setting.
pensation for this position ranges from $28.52 to $48.52. Eligible candidates may also receive healthcare benefits, housing, and meals/incidentals. Full details of our healthcare benefits plan can be found here. This posting is open for 60 days after the posting date.

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

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

Senior Training Specialist, U.S. Coast Guard

<h3>Job Description</h3>
Job DescriptionSalary: $90,000 - $125,000 
Senior Industrial Hygienist
ATI, Inc. (<a href="http://www.atiinc.com" target="_blank">www.atiinc.com</a>) is a full-service consulting firm with over 40 years of experience solving complex facility and program management, construction, and environmental challenges for government and private sector clients. Committed to industry leadership, we deliver sustainable, innovative, and cost-effective solutions that drive results and prioritize client satisfaction. At the same time, we foster a dynamic, growth-oriented workplace where employees thrive.
 
This position will support our joint venture with partner company, Dayton Group Inc. (DGI). DGI-ATI (JV) has a current need for an experienced full-time senior-level Industrial Hygienist (IH). This IH position will be part of a team on a Federal contract in Washington, DC and the surrounding area. Candidates must have a clear financial background and no criminal history. A previously held a CAC and/or security clearance for government work is a strong plus.
Duties and Responsibilities
Duties may include, but not be limited to, the following:
<ul>
<li>Investigation of an accident, incident, exposure or injury to determine causes, including violations of OSHA, EPA, DOT, or DOE regulations and/or ANSI, NFPA, ACGIH guidelines.</li>
<li>Asbestos inspections to identify the location of asbestos containing materials or potential asbestos containing materials. To determine the quantity and type of asbestos-containing material present, and/or to determine the extent of damage.</li>
<li>Monitoring and oversite of asbestos abatement projects. Ensure contractors are following proper procedures; take and analyze area samples; take and analyze clearance samples.</li>
<li>Survey of facility for potential noise sources or high noise areas. Monitor tasks for potential noise exposure.</li>
<li>Physical inspections for occupational safety and health hazards.</li>
<li>Special inspections for child safety and health hazards.</li>
<li>General inspections for potential environmental hazards.</li>
<li>Development of Safety and Health programs to include writing Program Elements and Standard Operating Procedures.</li>
<li>Perform indoor air quality assessments to include employee interviews, air monitoring, equipment inspections.</li>
<li>Conduct an assessment of the safety and health program or of specific aspects of the safety and health program, reviewing against OSHA, EPA, DOT, ACGIH, ANSI, and NFPA criteria.</li>
<li>Conduct hazardous waste assessments.</li>
<li>Generate hazardous waste annual reports and analysis.</li>
<li>Create hazardous materials inventory.</li>
<li>Obtain SDS (Safety Data Sheets) for hazardous or potentially hazardous materials. Determine compatibility of products or assessments of product risk based on proposed use.</li>
<li>Review contractor Safety and Health plans against 10 CFR 851, OSHA and/or EPA requirements.</li>
<li>Create or review work control permits, standard operating procedures and/or job hazard analyses for specific jobs.</li>
<li>Conduct surveys of spaces to identify the presence and quantity of hazardous materials.</li>
<li>Conduct inspections of contractor worksites to identify safety, health, or environmental hazards.</li>
<li>Conduct engineering assessments. Create engineering drawings or documents.</li>
<li>Create training objectives and material for various occupational safety and health topics and conduct training classes.</li>
<li>Conduct food sanitation inspections, assess HACCPs.</li>
<li>Perform ergonomics evaluations of a worksite or workstation.</li>
<li>Perform epidemiology investigation of a food borne illness.</li>
<li>Provide epidemiologic evaluation of public health events.</li>
<li>Lead-based paint inspections Identify the location of lead-based paint in headquarters buildings.</li>
<li>Conduct short term and long term (30, 60 or 90 day) Radon Testing</li>
<li>Dust Mite or pet dander sampling.</li>
<li>Provide identification of and consultation on pest infestations or problems providing recommended control mechanisms.</li>
</ul>
Required Qualifications and Experience 
<ul>
<li>At least 10 years of experience in industrial hygiene work with some safety or fire and life safety experience in the areas of accident investigations, safety inspections, fire and life safety evaluations, chemical hazard identifications, etc.;</li>
<li>Bachelors degree from an accredited university in biology, chemistry, physics, math, engineering, industrial hygiene, or other science-related field;</li>
<li>Must have knowledge of the application of the OSHA General Industry (29 CFR 1910) and Construction (29 CFR 1926) standards with specific emphasis in identifying, evaluating, and controlling a wide range of occupational health hazards including asbestos, noise, indoor air quality;</li>
<li>Specific knowledge of 10 Code of Federal Regulations Part 851, Worker Safety and Health Program is also beneficial.</li>
<li>Demonstrated experience with doing OSHA surveys, reports, accident investigations, etc.</li>
<li>U.S. Citizenship with the ability to pass a background check and drug screening.</li>
<li>Able to crawl, climb over obstacles, walk on uneven surfaces such as ramps, rooftops and able to climb ladders without assistance.</li>
<li>Able to enter confined space or work on high-elevation task locations.</li>
<li>Asbestos Inspector Certification/License preferred.</li>
</ul>
 
Job Type: Full-time
Pay Rate: $90,000 - $125,000/year depending on experience
Location: Washington, DC
Working Hours: Normal Work Hours Monday Friday (anticipate 40 per week). Subject to change based on training demands.
 
Benefits: DGI-ATI offers a generous benefits package including;
<ul>
<li>Competitive salary;</li>
<li>11 annual paid holidays and minimum 13 days of paid leave;</li>
<li>Employee and family medical, dental, vision, and prescription insurance with 75% of the premiums paid by the company;</li>
<li>Employer paid short-term and long-term disability, and life insurance.</li>
<li>401(k) plan immediately vesting with 4% employer match; and</li>
<li>Professional development assistance including memberships, professional licenses, and tuition reimbursements.</li>
</ul>
This job description is not intended to be all-inclusive. Selected candidate may perform other related duties as assigned to meet the ongoing needs of the organization.

DGI-ATI JV provides equal employment opportunities to all qualified individuals, including protected groups, protected veterans and individuals with disabilities. DGI-ATI complies with applicable local, state and federal laws governing nondiscrimination in employment at each location the Company operates. This policy applies to all terms and conditions of employment, including, but not limited to: hiring, placement, promotion, termination, leaves of absence, compensation, and training. We are an E-Verify Employer in the United States. We will provide reasonable accommodations with the application process upon your request as required to comply with applicable laws. If you have a disability and require assistance in this application process, please let your recruiter know.

Senior Industrial Hygienist

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

Middle School Special Education Teacher (25-26 SY)

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

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

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

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

<h3>Job Description</h3>
Job Description
 
Resumen:
El(la) Oficial de Admisiones será responsable de llevar los procesos de reclutar, orientar y matricular los prospectos que cumplan con los requisitos establecidos por la Institución, conforme a las diferentes agencias reguladoras, y cumpliendo con las proyecciones de matrícula establecidas.
Deberes Esenciales y Responsabilidad:
<ul>
<li>Orientar, admitir y matricular estudiantes, conforme las políticas institucionales y de acuerdo a las proyecciones de matrícula establecidas.</li>
<li>Orientar a los prospectos y estudiantes a través del ofrecimiento de información correcta y veraz relacionada a licencias, acreditación, ubicación, facilidades, equipos, programas académicos, tasa de empleabilidad, servicios y credenciales de la persona, entre otras.</li>
<li>Referir al solicitante a las oficinas pertinentes para el debido seguimiento en relación a: prueba de admisión, Comité de Admisiones, Asistencia Económica, Oficina de Orientación y Consejería y/o Coordinador(a) de Programa, evaluación para convalidación de cursos u otro servicio de apoyo, según se requiera.</li>
<li>Ofrecer seguimiento a prospectos a través de diferentes estrategias, entre ellas, envío de correspondencia, llamadas, redes sociales y cualquier otro medio de comunicación, de acuerdo a los procesos establecidos.</li>
<li>Registrar y mantener al día la data en el sistema de información de todos los prospectos (Velocify y Campus Vue) de acuerdo al procedimiento establecido.</li>
<li>Establecer una conversión de las cuotas de “leads” a matrícula, necesarias para lograr alcanzar las metas establecidas para cada término.</li>
</ul>
Educación / Experiencia:
<ul>
<li>Grado Asociado en Administración de Empresas o áreas relacionadas.</li>
<li>Experiencia mínima de dos (2) años en ventas y servicios.</li>
<li>Excelentes destrezas tecnológicas; MS Office.</li>
<li>Recibe estipendio mensual de $50 (por telefonía e internet) adicional al salario.</li>
<li>Modalidad de trabajo: Híbrido (debe estar disponible a trabajar 2 a 3 días presencial en las oficinas corporativas en Hato Rey y el resto del tiempo remoto).</li>
<li>Horario de trabajo: lunes a viernes 9am-6pm y 11am-8pm, sábados alternos y domingos de ser requeridos 4 horas.</li>
<li>Recibirá adiestramiento y equipo de trabajo (PC, monitores, headset, otros).</li>
</ul>
Tenemos un Plan de Beneficios competitivo:
 Plan Médico (farmacia, dental, visión, hospital, emergencias)
 Seguro de Vida Básico y Suplementario
 401k
 Días Feriados pagos
 Día Personal
 Licencia de Paternidad
 Programa de Estudios
 Crecimiento profesional
“Patrono con Igualdad de Oportunidades en el Empleo y Acción Afirmativa para Mujeres, Veteranos y trabajadores/as con Discapacidad”.

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