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Leadership Opportunity
Human Resources Director
Mary McDowell Friends School
Brooklyn, NY
For Immediate Hire
Mary McDowell Friends School (MMFS), a Quaker, coeducational, K-12 college preparatory program dedicated to the success of students with learning disabilities, seeks a mission-driven Director of Human Resources to begin immediately. Reporting to the Chief Financial Officer, the Director of Human Resources will be a key member of the school’s leadership team and will develop, implement and administer human resource strategy in support of the mission of the School and reflective of its anti-racist, equitable and inclusive commitments. The Director will provide strategic direction for the organization, specifically in the areas of talent and performance management, employee relations, orientation,&nbsp; training and development, and compensation analysis. The Director of Human Resources will also provide direct support to the senior administration team on all HR matters and help to create and develop policies that attract, support, and retain excellent personnel.&nbsp;
This newly created position reflects the needs of a school that has grown in program, students and employees. In this stage of its development, MMFS seeks an experienced human resource professional who can strategically assess, evolve and create systems to support this growth. Positioning the school to stay up to date with and nimbly respond to changing HR laws and practices while also building the department’s capacity to address employee concerns effectively and efficiently is increasingly important.&nbsp;
Strategic Priorities/Opportunities:
<ul>
<li>Strategic partnership with school leaders to develop HR policies and practices and establish clear structures of reporting</li>
<li>Assessing HR technology and information systems to identify areas for improvement and efficiencies</li>
<li>Developing effective hiring and onboarding processes to achieve institutional goals around diversity and equity and employee engagement</li>
</ul>
THE POSITION
As part of the leadership team, this position is critical in helping to develop a culture that provides opportunities for all employees to grow and learn. The Director will help support the school's diversity and equity initiatives through its HR practices and policies. By examining identity, equity, and privilege in their own practice, the position will serve as a model and help sustain a school culture where all social identities feel welcomed.
Essential Functions:
■&nbsp; &nbsp; &nbsp; Establish and implement HR strategies that effectively communicate and support the School’s mission, strategic vision, and overall business operations objectives
■&nbsp; &nbsp; &nbsp; Function as an advisor to the senior administration and guide division heads/administration regarding critical organizational and management-related issues
■&nbsp; &nbsp; &nbsp; Develop comprehensive strategic recruiting and retention plans using a DEIJB lens to meet the needs of the School
■&nbsp; &nbsp; &nbsp; Provide leadership and guidance by overseeing talent acquisition, career development, retention, training, and leadership development
■&nbsp; &nbsp; &nbsp; Advise leadership on disciplinary issues that arise and possible legal implications with consultation of the school’s attorney
■&nbsp; &nbsp; &nbsp; Help the school manage its benefits program, host open enrollment events, and make recommendations to school leadership regarding benefit changes. Additionally, the Director of HR, in conjunction with the CFO and school leadership team, will meet with the school’s health insurance broker to review health benefits, recommend modifications to the benefits lineup and funding strategies as necessary
■&nbsp; &nbsp; &nbsp; Work in partnership with the CFO, Head of School, and Associate Head to develop and implement comprehensive compensation and benefits plans that are competitive within the marketplace&nbsp;
■&nbsp; &nbsp; &nbsp; Consistently review employment practices and ensure that the school complies with them, as well as analyze the school’s existing policies and procedures to propose improvements and/or issue new policies when needed&nbsp;
■&nbsp; &nbsp; &nbsp; Help oversee the maintenance of employment manuals, ensure all policies continue to meet the school's needs, and update the manuals as new protocols and policies are established by external agencies such as State and Federal governments. These protocols and policies include the following but are not limited to:&nbsp;
○&nbsp; &nbsp; &nbsp; Harassment policy, sexual abuse, document retention&nbsp;
○&nbsp; &nbsp; &nbsp; Faculty and staff handbooks&nbsp;
■&nbsp; &nbsp; &nbsp; Manage employee separation process for both voluntary and involuntary terminations, and conduct exit interviews as necessary&nbsp;
■&nbsp; &nbsp; &nbsp; Act as a liaison between employees and senior school administrators concerning employees’ personnel matters, including grievances, demands, accommodations, and leaves of absence
■&nbsp; &nbsp; &nbsp; Work with the CFO to oversee and manage the school’s retirement plans to ensure compliance with sections 402(g) and 415 and ERISA regulations&nbsp;
■&nbsp; &nbsp; &nbsp; Participates in the school’s risk management program and works proactively to mitigate risk in the human resources area
Qualities of the next Director of Human Resources
The new Director of Human Resources will be an experienced professional who has demonstrated success in all aspects of human resources. MMFS is a close-knit community deeply dedicated to the work of the school. The Director must demonstrate a practice of collaboration, strategic thinking,&nbsp; problem-solving and decisiveness guided by compassion and understanding. In addition, the Director must have know-how and expertise in the recruitment, development and retention of an excellent and diverse staff. As the HR functions continue to grow and mature, a Director with a coach mindset to develop leaders in this work will be essential. The Director will have a successful history of building a warm and supportive culture.
Required Skills/Abilities:
■&nbsp; &nbsp; &nbsp; Excellent verbal and written communication skills
■&nbsp; &nbsp; &nbsp; Excellent interpersonal and conflict resolution skills
■&nbsp; &nbsp; &nbsp; Excellent organizational skills and attention to detail
■&nbsp; &nbsp; &nbsp; Strong analytical and problem-solving skills
■&nbsp; &nbsp; &nbsp; Strong supervisory and leadership skills
■&nbsp; &nbsp; &nbsp; Strong knowledge of employment laws and practices, including EEO, ERISA, FLSA, ADA, Workers’ compensation, FMLA, FLA, PFL, Pregnancy Disability, HIPAA, and OSHA regulations&nbsp;
■&nbsp; &nbsp; &nbsp; Thorough knowledge of employment-related laws and regulations
■&nbsp; &nbsp; &nbsp; Proven working knowledge of human resources concepts, practices, and procedures
■&nbsp; &nbsp; &nbsp; Knowledge of and experience with varied human resource information systems
■&nbsp; &nbsp; &nbsp; Proficient in analyzing data related to human resources
■&nbsp; &nbsp; &nbsp; Ability to build trust, respect, and credibility with senior leaders, faculty, and staff, serving as a valued resource
■&nbsp; &nbsp; &nbsp; Ability to utilize resources to make recommendations to effectively resolve problems or issues by using judgment that is consistent with school culture, standards, practices, policies, procedures, and/or government law&nbsp;
Education and Experience:
●&nbsp; &nbsp; &nbsp; MBA or MA/MS in Human Resources or related field preferred
●&nbsp; &nbsp; &nbsp; A minimum of five years of executive HR experience
●&nbsp; &nbsp; &nbsp; SHRM Senior Certified Professional (SHRM-SCP) or SHRM Certified Professional (SHRM-CP) certification is preferred
Physical Requirements:
■&nbsp; &nbsp; &nbsp; Prolonged periods of sitting at a desk and working on a computer
■&nbsp; &nbsp; &nbsp; Must be able to lift up to 15 pounds at times
THE SCHOOL
Mary McDowell Friends School is a K–12 college preparatory program dedicated to the success of students with learning disabilities. Grounded in the Quaker values of equality, integrity, and social responsibility, the school cultivates a diverse and anti-racist community in which all students can reach their full potential. Their specialized teaching methodologies and challenging curricula empower students to become academic achievers, creative thinkers, advocates for equity, and contributing members of a global society.
Established in 1984 with a class of five students as the Mary McDowell Center for Learning at the Brooklyn Meeting House, the school now occupies three campuses for its lower, middle and upper schools, serving more than 400 students. Students come to MMFS with their own skills, talents, and abilities. Through differentiated instruction, the commitment of our highly skilled teachers and support staff, and the rigorous academics offered, their students succeed in school.&nbsp;
At MMFS, every learner shines. The school supports its students to grow and to find their innate gifts and “inner light.” The faculty and staff provide students with opportunities to reach their full potential by understanding how they learn, drawing on their strengths, and encouraging them to meet their challenges. The students work hard at academics, the arts, and athletics so their many talents can emerge.&nbsp;
The school equips students with the tools they need to thrive. MMFS graduates succeed at some of the nation’s top colleges and universities. Others forge fulfilling career paths through hands-on programs that provide important life skills. The MMFS experience empowers students to take an active role in learning at every level—elementary, middle, and high school, college and beyond. Students build a foundation at MMFS that will support them long after they have graduated.&nbsp;
Procedure to Apply
To view the full opportunity statement and learn how to apply, please click the below link:
<a href="https://www.strategenius.org/opportunity-mary-mcdowell-friends-school-human-resources-director" target="_blank">Leadership Opportunity: Mary McDowell Friends School — StratéGenius (strategenius.org)</a>

Director of Human Resources

Job Position: Part Time Instructional Paraprofessional
Location: Conestoga Valley School District (Elementary, Middle, and High School)
Pay Rate: $15.49/Hour
Shift: Various shifts are available. M-F 8:15am-3:45pm OR 7:15am-2:45pm
Job Title: Part-Time Instructional Paraprofessional
Position Overview: SOS Group Lancaster, is currently seeking passionate and dedicated individuals to join our team as a Part-Time Instructional Paraprofessional. This role will support our teachers and students in delivering high-quality instruction and creating a positive learning experience for all. State and Federal background checks required.
Responsibilities:
<ul>
<li>
Assist teachers in preparing instructional materials and resources.
</li>
<li>
Provide one-on-one or small group support to students under the direction of the classroom teacher.
</li>
<li>
Assist in implementing lesson plans and instructional activities.
</li>
<li>
Foster a positive and inclusive learning environment.
</li>
<li>
Support students with special needs and accommodations as required.
</li>
<li>
Monitor student progress and behavior, providing feedback to teachers as needed.
</li>
<li>
Collaborate with teachers and other staff members to meet the diverse needs of students.
</li>
<li>
Maintain a clean and organized classroom environment.
</li>
</ul>
Qualifications:
<ul>
<li>
High school diploma or equivalent required; some college coursework preferred.
</li>
<li>
Previous experience working with children or in an educational setting preferred.
</li>
<li>
Strong communication and interpersonal skills.
</li>
<li>
Patience, flexibility, and a passion for working with students of all abilities.
</li>
<li>
Ability to follow directions and work effectively as part of a team.
</li>
<li>
Willingness to undergo background checks and any necessary training.
</li>
</ul>

Instructional Paraprofessional (Reg Ed CV)

Job Position: Autistic Support Paraprofessional in a VBA classroom
Location: Conestoga Valley School District , Brownstown Elementary.
Pay Rate: $19.10/hr
Shift: M-F 8:15am-3:45pm
Job Title: Autistic Support Paraprofessional
Job Type: Full-time (10-month position)
Position Overview: We are currently seeking passionate and dedicated individuals to join our team as an Autistic Support Paraprofessional. This position offers a rewarding opportunity to make a positive impact on the lives of students with autism spectrum disorder (ASD) in our community. As an Autistic Support Paraprofessional, you will work closely with our certified special education teachers to provide essential support to students with ASD. Your primary responsibility will be to assist students in accessing the curriculum, developing social skills, and achieving their educational goals. This is a 10-month position that aligns with the school calendar. State and Federal background checks required. Employer plaid clearances.
Key Responsibilities:
<ul>
<li>
Provide one-on-one or small group support to students both inside and outside the classroom.
</li>
<li>
Assist students with academic tasks, including reading, writing, math, and other subject areas, as directed by the classroom teacher.
</li>
<li>
Implement behavior management strategies and support students in developing self-regulation skills.
</li>
<li>
Collaborate with the classroom team to implement individualized education plans (IEPs) and modify instructional materials to meet the diverse needs of students with ASD.
</li>
<li>
Support students during transitions between activities, classes, and environments.
</li>
<li>
Communicate effectively with parents/guardians, providing updates on student progress and collaborating on strategies for supporting student learning and development.
Qualifications:
</li>
<li>
High school diploma or equivalent required; associate degree or completion of a paraprofessional training program preferred.
</li>
<li>
Previous experience working with individuals with autism spectrum disorder or other special needs preferred.
</li>
<li>
Understanding of behavior management techniques, and instructional strategies.
</li>
<li>
Strong interpersonal skills and the ability to build positive relationships with students, colleagues, and parents/guardians.
</li>
<li>
Patience, empathy, and a passion for supporting students with special needs.
</li>
<li>
Ability to follow directions, work collaboratively as part of a team, and adapt to the changing needs of students.
</li>
<li>
Willingness to participate in training and professional development opportunities related to autism support and special education.
</li>
</ul>

Verbal Behavior Autistic (VBA) Classroom Paraprofessional

JOINjSOUR TEAM The Taos Charter Schoolis seeking applications for: Middle School Teacher: At least one secondary subject area certification required (Math, ELA, Social Studies, or Science) Elementary: K-3 or 3-5 ry Spanish: Certified Spanish SLA Contact: Jeremy.jones at <a href="mailto:jjones@taoscharterschool.org" target="_blank">jjones@taoscharterschool.org</a> Taos Charter School is.a public school located in Taos, NM.

Middles School Teachers, Elementary School Teachers & Spanish Teachers

GILL-MONTAGUE REGIONAL SCHOOL DISTRICT
<h3>Openings 2024 - 2025 School Year</h3>
Hillcrest Elementary School • Instructional Assistants
Sheffield Elementary School • Instructional Assistants
Turners Falls High School/Great Falls Middle School • Instructional Assistants • School Psychologist
Great Falls Middle School Life Skills • Special Education Teacher
Great Falls Middle School Therapeutic Program • Special Education Teacher
Gill Elementary School • Food Service Site Supervisor • Part time Tutors
<h3>Openings 2025 - 2026 School Year</h3>
• Director of Pupil Services • 7th Grade Math Teacher – Great Falls Middle School • School Nurse – Gill Elementary School • Pre-School Teacher – Hillcrest Elementary School • Reading Specialist Teacher – Great Falls Middle School
SUBSTITUTE NURSES, CUSTODIANS, CAFETERIA ASSISTANTS, INSTRUCTIONAL ASSISTANTS, AND TEACHERS
Please send resumes to: 📧 <a>tara.mccarthy@gmrsd.org</a>
Or apply at: 🌐 <a href="http://www.schoolspring.com" target="_blank">www.schoolspring.com</a>

EDUCATION POSITIONS

<h3>Job Description</h3>
Job DescriptionWho You Are:
<ul>
<li>Skilled in current teaching methods and educational pedagogy including but not limited to:
<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>
<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>Possessor of a valid New York State Teaching Certification </li>
<li>Bilingual in Spanish (will be teaching in Spanish) </li>
</ul>
What You Can Expect From Us:
We take as much care of our teachers and staff as we do of our students. The school is committed to supporting our teachers by helping them build sustainable, rewarding careers that center on each educator’s passions and multi-disciplinary interests. All of our faculty and staff are valued professionals and we are proud to provide extended planning time, team-building and collaboration, comfortable and friendly working conditions, and more to ensure our team members all have the tools they need to succeed.

Elementary School Teacher

<h3>Job Description</h3>
Job Description
Nevada City School of the Arts (NCSOTA), a TK-8 charter school in operation since 1994, is seeking a dynamic, culturally aware, stimulating and highly qualified teacher to join our elementary school team.
 
JOB TITLE: K-5 ELEMENTARY SCHOOL TEACHER
SCHEDULE: 2025-26 School Year
 Full Time - 186 days (175 instructional/11 in-service)
WAGE: $52,301-$90,821* (Starting wage dependent on education and experience)
 *NCSOTA Certificated Salary Schedule Step 2, Class II - Step 20, Class V
 
SUMMARY: The Elementary Teacher is a passionate educator who empowers each student to grow and meet their full potential. Working in collaboration with partner teachers, RSP teachers, arts teachers, and school administrators, the Elementary Teacher designs and implements a rigorous instructional program, based on our core curricula, in a learning environment which nurtures and develops the socio-emotional intelligence and capacity of their students. NCSA teachers embrace all learning differences, constructing opportunities that nurture all students' growth.
 RESPONSIBILITIES OF THE ELEMENTARY TEACHER INCLUDE, BUT ARE NOT LIMITED TO:INSTRUCTION
<ul>
<li>Design instruction around state standards that is rigorous and is correlated to school-wide and teacher-created learning outcomes and core curricula</li>
<li>Create lessons that are responsive to the students in the classroom and account for the neuro-diversity of learners that create the conditions for each student to grow</li>
<li>Use a backwards-planning model to develop long-term, unit, and daily lesson plans, based on our core curricula</li>
<li>Submit lesson plans to the Principal and instructional leaders and collaborate with colleagues to revise, edit, and improve lesson plans as requested</li>
<li>Accommodate, differentiate, or modify curricula to meet student needs</li>
<li>Collaborate with arts, music and movement teachers to integrate art concepts and movement into the classroom</li>
<li>Attend/support arts specials until proper class management has been established</li>
<li>Use Universal Design for Learning methods to engage students in the classroom, </li>
<li>Utilize curricular assessments that measure student progress; continuously use formative and summative assessment data to refine curriculum and instructional practices</li>
<li>Assume responsibility for the progress of all students, including developing and implementing intervention plans for students who do not meet instructional goals</li>
<li>Develop daily plans for instructional assistants and/or volunteers providing intervention or enrichment to small groups</li>
<li>Demonstrate resourcefulness (e.g., anticipate and order materials, schedule guest speakers, design field trips, develop partnerships in the community, attend conferences to improve instruction, etc.)</li>
<li>Oversee all aspects of class field studies including the budget and the training of chaperones </li>
<li>Provide students and their families with regular and timely information on classroom activities and student progress; consistently prioritize partnering with families to support students</li>
<li>Collaborate with School Director, Assistant Principal, and grade-level partner and teams to refine curricula and create strategic plans</li>
<li>Track critical student information; maintain and submit accurate student records, including grades, attendance, and present levels of performance in accordance with NCSA procedures</li>
<li>Demonstrate knowledge of, and support for, the NCSA mission, vision, standards, policies and procedures, operating instructions, confidentiality standards, and ethical code of behavior</li>
<li>Support and administer statewide and other mandated testing/surveys to students</li>
</ul>
SCHOOL CULTURE
<ul>
<li>Model and support a community of care both inside and outside of the classroom for all NCSA stakeholders, including students, families, and staff</li>
<li>Support student growth through emphasizing an asset-based and collaborative approach to character development</li>
<li>Organize classroom systems and procedures and manage student behavior to ensure all students are fully engaged</li>
<li>Utilize, Model and uphold Positive Discipline strategies and philosophy</li>
<li>Support and reinforce school procedures (e.g., monitoring student transitions and dismissal)</li>
<li>Develop engagement and motivation strategies to help bolster good attendance amongst students</li>
<li>Collaborate with partner teacher to develop and maintain grade-wide systems and with arts teachers to integrate the arts into the classroom</li>
<li>Design and deliver presentations to engage families in their child's education (e.g., Back to School Night)</li>
<li>Attend monthly team meetings, scheduled in-service/flex days, assigned committee meetings, student success (SSTs) teams, I.E.P. meetings, class performances and other events where faculty attendance is important (e.g., Graduation, Back to School Night, Student Success Night) as noted in the school activity calendar</li>
</ul>
 
MISCELLANEOUS
<ul>
<li>Other duties as assigned by the School Director and/or school leaders that relate to instructional excellence at NCSA</li>
</ul>
 
SKILLS AND CHARACTERISTICS
<ul>
<li>Possess a strong work ethic and a belief in the mission and vision of NCSA.</li>
<li>Excellent written and verbal communication skills and the ability to interact and forge relationships with students, parents, staff, Board, and community members</li>
<li>Deep knowledge of effective instruction and experience managing instructional personnel as well as instructional processes</li>
<li>Demonstrated persistence to meet student learning outcomes</li>
<li>Self-directed with the ability to work both autonomously and in teams</li>
</ul>
EDUCATION AND EXPERIENCE
<ul>
<li>Two years of teaching experience preferred</li>
<li>Possession of a bachelor's degree from a regionally accredited four-year college or university</li>
<li>Possession of a valid California Multiple-Subject Credential</li>
<li>Proficiency in computer hardware and software use, including Google Suite, word processing, spreadsheets, multimedia presentations, email, the Internet and digital media</li>
<li>Commitment to Equity</li>
</ul>
 
WORKING CONDITIONS 
Environment
<ul>
<li>Indoor/outdoor work environment</li>
<li>Driving a vehicle to conduct work</li>
</ul>
 
Physical Demands (with or without reasonable accommodations)
<ul>
<li>Occasional lifting and carrying (maximum 50 lbs.) Infrequent pushing and pulling</li>
<li>Dexterity of hands and fingers to operate a computer</li>
<li>Seeing to read a variety of materials</li>
<li>Sitting or standing for extended periods of time</li>
<li>Hearing and speaking to exchange information</li>
</ul>
 
OTHER REQUIREMENTS: These requirements must be met prior to beginning employment and will be requested upon job offer acceptance.
<ul>
<li>Fingerprint and Background clearance</li>
<li>Valid Tuberculosis clearance and every four years thereafter</li>
<li>CPR/First Aid Certification within 45 days of employment and every two years thereafter</li>
<li>Completion of mandatory training (video &amp; in-person) within 6 weeks of employment and every year thereafter.</li>
</ul>
 
EQUAL OPPORTUNITY EMPLOYER
NCSOTA is an Equal Opportunity Employer that is committed to inclusion and diversity. We implement affirmative action to ensure equal opportunity for all applicants without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or other legally protected characteristics.
 
Supervisor: School Director
FLSA Status: Exempt
Employee Group: Certificated
Employment Status: Full Time, Permanent
 
**Fingerprint and Background clearance

<h3>Job Description</h3>
Job Description
ABOUT KIPP MICHIGAN
At KIPP Michigan, we are guided by a simple, yet powerful mission: Together with families and communities we create joyful academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose--college, career, and beyond--so they can lead fulfilling lives and build a more just world. 
Currently, KIPP Michigan operates 1 school: KIPP Detroit Imani Academy [Elementary School]. KIPP Detroit Imani Academy is the state of Michigan’s first KIPP school. And the first KIPP school in the city of Detroit. KIPP Detroit Imani Academy opened in the fall of 2022 in the Warrendale neighborhood on the west side of Detroit. 
We believe the destiny of students from Detroit are limitless and students should not be bound by their circumstances. Unfortunately, in America, there is still a link between socioeconomic status and educational attainment. KIPP Detroit Imani Academy seeks to eradicate this injustice. KIPP Detroit Imani Academy will become the highest performing school in the city of Detroit; and, to do so, we attract, develop and retain a diverse and talented staff of educators. Our students and families will choose our schools because our teachers are exceptional educators who work together as a collective to ensure students achieve and thrive. For more data and information about our successes and vision for the future, visit <a href="http://www.kippdetroit.org" target="_blank">www.kippdetroit.org</a>
JOB DESCRIPTION 
In school year 2022-2023, KIPP Imani launched with Kindergarten and has added grades each year; it will, eventually serve students in grades K-5. The founding team at KIPP Imani has included Grade-Level teachers, Diverse Learning teachers, Paraprofessionals and Elective Teachers. KIPP Imani will also be supported by an operations team and student support team to ensure a strong foundation for the school’s continued founding and growth. 
KDIA teachers in grades K-2 understand that these early elementary years are critical to transforming the lives of our KIPPsters. In these grades, KIPPsters learn foundational skills that are the building blocks for the rest of their educational career. Additionally, in early years of schooling, social interactions have a formative impact on their relationship with school overall. For these reasons, teachers are expected to operate classrooms that have instructional excellence and a strong culture [structure, joy, belonging].
Our expectations for teachers at KDIA include, but are not limited to, the following:
<ul>
<li>
Share a commitment to the success of the mission, vision and goals of the KIPP Detroit Imani Academy
</li>
<li>
A belief that all students can and will learn and be successful at our schools 
</li>
<li>
Demonstrate genuine concern for the students and the staff by maintaining high personal standards and strong work ethic
</li>
<li>
Being consistent and reliable; attendance is an essential function to assure the proper operation of KIPP Detroit Imani Academy
</li>
<li>
An understanding that organizational success is accomplished in collaboration and cooperation with teammates
</li>
<li>
Maintain standards of professionalism and ethical behavior/decision-making that help create a results-driven culture of joy and belonging amongst teammates
</li>
<li>
Practice a growth mindset about oneself and all others at the school, including seeking help and engaging in self-reflection in order to constantly refine one’s own teaching
</li>
<li>
Set specific, ambitious growth targets for all students and identify and leverage all necessary resources to ensure they meet them
</li>
<li>
Use best practices to backwards plan weekly and daily instruction that is tightly aligned to prescribed unit objectives and student needs as demonstrated by assessment data
</li>
<li>
Assess students daily, weekly, and at the ends of units and analyze shared assessment data through school-wide systems
</li>
<li>
Use best practices, including differentiation with instructional technology and other techniques, to execute engaging instruction at a level rigorous for all students
</li>
<li>
Collaborate throughout each day with grade level and content teams, sharing responsibility for student mastery
</li>
<li>
A commitment to pursuing anti-racism in our schools and work together
</li>
<li>
Dependable attendance according to our extended school year and extended school day
</li>
<li>
Communicate frequently and consistently with students and families, including after school via phone, regarding academics, behavior, logistics, and homework 
</li>
<li>
Use best practices in alignment with school-wide systems to manage student behavior and create a safe, affirming, warm/demanding, and joyful classroom environment
</li>
</ul>
KIPP Michigan teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures -- academic, behavioral, cultural, logistical -- designed to permit teachers to do their best work. Our supports for teachers’ work include, but are not limited to the following:
<ul>
<li>
A laptop computer
</li>
</ul>
<ul>
<li>
Principals and assistant principals who are routinely present throughout the building each day
</li>
<li>
One-on-one meetings with a principal and/or assistant principal once per week to discuss student progress and teacher’s development
</li>
<li>
Quality coaching to help develop teachers content knowledge and classroom management skills 
</li>
<li>
Collaboration with grade-level and content teams 
</li>
<li>
A daily prep period
</li>
<li>
Frequent in-building professional development from school leadership
</li>
<li>
A rigorous prepared curriculum 
</li>
<li>
In-building technology support
</li>
<li>
Highly efficient and thoughtful school scheduling
</li>
<li>
A team of ambitious, talented staff, who are all committed to our important work
</li>
</ul>
QUALIFICATIONS 
<ul>
<li>
Bachelor’s degree or better from an accredited university or college (required)
</li>
<li>
Active Michigan Teachers Certification or active teachers license that can be transferred to MI (required) 
</li>
<li>
At least two years’ prior success teaching in urban communities (strongly preferred)
</li>
<li>
A cleared Criminal Records Check.
</li>
</ul>
STATEMENT OF NON-DISCRIMINATION
KIPP Michigan is committed to a policy of equal treatment for all individuals applying for employment. KIPP Detroit does not discriminate on the basis of race, color, gender, sexual orientation, national or ethnic background. All your information will be kept confidential according to EEO guidelines.
INTERVIEW &amp; ONBOARDING PROCESS 
To apply, please submit your resume for the role. Please apply immediately, as applications are accepted and roles are filled on a rolling basis. The interview process for this position includes a phone/zoom interview, a round of in-person interviews, submission of a performance task, and reference check. 
ADDITIONAL INFORMATION
KIPP Michigan is the Educational Service Provider to KIPP Detroit imani Academy. As such, KIPP Michigan is the employer for this role. 
COMPENSATION
KIPP Michigan offers a competitive compensation and benefits package:
Salaries based on experience related to role and responsibilities
Competitive rates for medical insurance, long-term disability insurance, dental insurance, vision insurance, and life insurance. Short-term disability insurance is offered at no cost to the employee. 
Competitive retirement savings benefits 
Stipends for additional leadership and enrichment leadership (when applicable)

<h3>Job Description</h3>
Job Description Description:
 St. Clare of Assisi Catholic school is seeking a full-time elementary school teacher for the 2025-2026 school year. Specific grade or content areas to be determined based on need and candidate interest/skill set.
 
St. Clare of Assisi is a K-8 school located in the Rocky Mountains, near Vail, Colorado. As part of the Archdiocese of Denver, we serve the Catholic community in Eagle County.
 
Our mission is to be faithful to the Church's charter in education, utilizing a liberal arts curriculum. Our school is a joyful place of learning and love of the Lord. We are seeking teachers or aspiring teachers who want to build community and make a difference in the lives of our students. We provide a competitive salary, housing opportunities and good benefits.
 
St. Clare of Assisi Catholic School is staffed and administered by the Religious Sisters of Mercy of Alma Michigan (<a href="http://www.rsmofalma.org" target="_blank">www.rsmofalma.org</a>). Interested candidates please contact the principal, Sister Regina Marie, RSM, at <a href="mailto:sisterreginamarie@stclareparish.com" target="_blank">sisterreginamarie@stclareparish.com</a>.
Requirements:
 
 
PI205d5996ddad-25405-37400074

<h3>Job Description</h3>
Job DescriptionDescription:
 St. Clare of Assisi Catholic school is seeking a full-time elementary school teacher for the 2025-2026 school year. Specific grade or content areas to be determined based on need and candidate interest/skill set.
 
St. Clare of Assisi is a K-8 school located in the Rocky Mountains, near Vail, Colorado. As part of the Archdiocese of Denver, we serve the Catholic community in Eagle County.
 
Our mission is to be faithful to the Church's charter in education, utilizing a liberal arts curriculum. Our school is a joyful place of learning and love of the Lord. We are seeking teachers or aspiring teachers who want to build community and make a difference in the lives of our students. We provide a competitive salary, housing opportunities and good benefits.
 
St. Clare of Assisi Catholic School is staffed and administered by the Religious Sisters of Mercy of Alma Michigan (<a href="http://www.rsmofalma.org" target="_blank">www.rsmofalma.org</a>). Interested candidates please contact the principal, Sister Regina Marie, RSM, at <a href="mailto:sisterreginamarie@stclareparish.com" target="_blank">sisterreginamarie@stclareparish.com</a>.
Requirements:

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