<h3>Job Description</h3>
Bay Language Academy is expanding and is seeking more part-time aspiring ITALIAN INSTRUCTORS/TEACHERS for position(s) with opening on August 2024 for age school students and/or adults:
Please note that we only consider applicants who are eligible to work in the US and who are physically present in the area at time of interview for an on-site teaching position.
THE JAPANESE OR ITALIAN TEACHER WILL:
<ol>
<li> Teach a range of levels within several small group settings</li>
<li> Implement TPRS, songs, art, among others</li>
<li> Implement a sequence curriculum to include all four pillars of language learning: listening, speaking, reading, writing as well as presentation, and intercultural knowledge</li>
<li> Facilitate positive classroom management strategies</li>
<li> Use developmentally appropriate technology relevant to teaching Languages</li>
<li> Work collaboratively with colleagues as a team</li>
<li> Additional duties as assigned</li>
</ol>
REQUIRED SKILLS Experience with implementing differentiated and integrated curricula
 Willingness and capacity to assume a wide range of responsibilities
 Maintain and support a climate of mutual respect, which encourages students to take healthy risks: asking questions, sharing opinions, and making mistakes necessary to learn.
 Practice culturally responsive teaching
 Ability to utilize sound and developmentally appropriate educational practices related to technology.
 Readiness &amp; willingness to learn - Our Academy has an accelerated way of teaching and would need a teacher who is open to change &amp; learning new teaching styles. Commitment - Our training process is extensive and we would like to hire instructors who are looking at this as a career and not as a job to get by with Punctuality - It is imperative to be on time because of class timings and structure, so punctuality is a must
 Focus on content and language that is relevant to the children. Build a positive attitude toward language acquisition.
 Integrate sports, games, science, and arts &amp; crafts with language development.
 Participate and encourage positive participation of all students in daily activities and events.
 Demonstrate flexibility and ability to work collaboratively with colleagues, families and other service providers
 Differentiate language classes and activities in order to meet various abilities, skills and ages. Professionalism, flexibility and a good attitude Excellent organizational and time management skills Ability to follow a curriculum and to articulate the Mandarin program Capacity to focus on the whole child, intentionally developing each individual academically, physically, emotionally, and socially. Ability to exercise daily flexibility by prioritizing, and problem solving Willingness to embrace global thinking and learning that helps expand circles of influence by seeking geographic and cultural opportunities that grow students cultural competency.
 Native or near-native fluency in the language with pedagogy experience
 Demonstrate flexibility and ability to work collaboratively with colleagues and families
PERSONAL QUALITIES Love of children and understanding of child development Collaborative, creative, and curious nature Maturity, professionalism, and good judgment Interested in learning new skills and engaged in continuous improvement of practice Accurately assess each student's progress; inform student, parents, lead teacher, and the Head of School immediately of any relevant information. Cultivate each student's creativity, intellectual curiosity, social-emotional development in an academically rich and relevant context.
LOCATION AND SCHEDULE:
<ul>
<li>Classes are held in Alameda and possibly around the Bay area
<ul>
<li>Shifts for adults classes are variable (late morning and/or evenings);</li>
</ul>
</li>
<li>Classes for young students are held in the afternoon while some adult classes are held in the evening and/or mornings depending on days and languages;
<ul>
<li>Flexible schedule, work between three and five days a week;</li>
<li>Periodic training and staff meetings with the Director.</li>
</ul>
</li>
</ul>
REQUIREMENTS :
We are looking for individuals with the following requirements.
 Have excellent communication skills, ability to handle multiple priorities and resolve issues and challenges creatively;
 Be fingerprinted and cleared through a Live Scan background check (FBI &amp; DOJ);
 Receive a negative TB-test result;
 Display strong oral and written communication skills;
 Display strong problem solving skills and positive work ethics;
 Be responsible for all aspects of the day-to-day operation of program at the Academy;
 Bilingual or trilingual individuals (is a plus);
Job Qualifications: 
 Background in education and prior experience teaching (Bachelors degree or Master degree in education or related field or individuals with experience and/or passion for interacting with youth);
 Experience in traditional or non-traditional setting;
 Strong skills in classroom management.
About The Academy: 
Bay Language Academy is a foreign language program based in Alameda offering classes in Alameda and beyond. We offer innovative and fun classes in French, Spanish, Mandarin, English, Korean, Italian and Arabic for adults and younger students (K through 12) as well as adults.
Bay Language Academy's objective is to offer our ethnically diverse and rich community language learning opportunities with a balanced theory and practice curriculum as we are as mindful of your child's social and emotional needs as his academic growth. Our philosophy is to adapt a set of classroom practices rather than one and only teaching method with the goal to link classroom language learning with language activities outside the classroom.
Special Instructions: 
Interviews to be conducted starting on April 26, 2024.
This job description is intended to describe the general requirements for the position. It is not a complete statement of duties, responsibilities or requirements. Other duties not listed here may be assigned as necessary to ensure the proper operations of the department.

Japanese OR Italian Professor/Teacher/Instructor for Language Center

<h3>Job Description</h3>
What You’ll Do
As a World Language Teacher at Veritas Prep High School you will play a crucial role in fostering students' language acquisition skills, cultural understanding, and appreciation for global perspectives. This position offers an exciting opportunity to inspire and empower students to become proficient communicators and global citizens.
Responsibilities:
<ul>
<li>Teach World Language classes in grades 9-11</li>
<li>Run a daily advisory block and serve as the primary person for a small group of students</li>
<li>Foster a supportive and inclusive classroom environment conducive to language learning, cultural exploration, and mutual respect.</li>
<li>Utilize and continually strengthen your deep content knowledge to prepare high-quality, effective lessons</li>
<li>Use relevant technology to support and differentiate instruction, when needed</li>
<li>Encourage, monitor, and provide feedback on the progress of individual students and use information to adjust teaching strategies.</li>
</ul>
<ul>
<li>Maintain accurate and complete records of students' academic and behavioral progress and development.</li>
<li>Participate in department, school, district, instructional coaching, and parent meetings.</li>
<li>Learn, contribute to and use school-wide routines and systems that help our school run smoothly and keep the focus on teaching and learning</li>
<li>Use data to make decisions and to support the growth of our students in the classroom</li>
<li>Support the development of valuable college and career readiness skills and embed this skill-building into your lessons and daily interactions</li>
<li>Build deep relationships and actively partner and communicate with students, parents, families, and community partners</li>
<li>Engage in learning about and supporting anti-racism, diversity, equity, and inclusion in education</li>
<li>Support a school-wide student-centered culture, providing opportunities for student feedback and leadership</li>
<li>Collaborate with your colleagues and our higher education partners for coherence and alignment in our work and efficiency in preparing students for the next level.</li>
<li>Collaborate with colleagues to integrate language learning across disciplines and promote cross-cultural understanding and appreciation.</li>
<li>School-based duties, up to and including small-group interventions, collaborating with professors and our early college team, hallway and lunch duty, and other duties as assigned</li>
<li>Stay current with best practices in language teaching, educational research, and technology integration to continuously enhance instructional effectiveness and student outcomes</li>
<li>Actively participate in professional development opportunities</li>
</ul>
Requirements
What You’ll Need
<ul>
<li>An unwavering belief that all students can achieve amazing things</li>
<li>Relentless pursuit of a classroom that centers students and continuously improves learning outcomes</li>
<li>A passion for continuous growth as an educator</li>
<li>A dedication to fighting racism in our educational institutions and in daily life, and knowledge of the history of race and racism, as well as the systems of oppression our students face</li>
<li>A commitment to creating engaging learning experiences that are relevant to our students’ lives and prepare them for success in an early college setting</li>
<li>One to two years of teaching experience (preferably at the secondary level)</li>
<li>Deep content knowledge in language acquisition and cultural understanding</li>
<li>Bachelor’s degree</li>
<li>Have or be eligible for a MA teaching license in a foreign language</li>
<li>SEI endorsement within one year of employment</li>
<li>Current authorization to work in the United States – a candidate must have such authorization by his or her first day of employment</li>
<li>Alignment with our Values of</li>
<ul>
<li>Students First: We make decisions with our students in mind and know our actions model the way.</li>
<li>Grow Together: We are role models of growth mindset, teamwork, and collaboration.</li>
<li>One Team, One Mission: We cheer for, lean on, and support each other as we play unique roles in support of the same mission.</li>
</ul>
</ul>
Think you don’t quite meet all the qualifications listed above? Apply anyway! We are looking for a truly diverse team of educators, and research shows that historically marginalized groups are less likely to apply if they do not meet every requirement. We are working to become an anti-racist organization and want to recruit and support a diverse staff, to understand the history of inequity in education, and to ensure students see teachers, staff, and leaders who look like them working in their schools.
Want to learn more? Set up a call with a recruiter by emailing <a href="mailto:recruitment@vpcs.org" target="_blank">recruitment@vpcs.org</a>.
Veritas Prep is an equal opportunity employer and does not discriminate against employees or qualified job applicants on the basis of race, religion, color, sex, age, national origin, disability, veteran or military status, marital status, sexual orientation, genetic information, gender identity or expression, or any other status or condition protected by applicable law. This policy extends to, but is not limited to, recruitment, selection, compensation, benefits, promotion, training, and termination.
Benefits
About Veritas Prep
Veritas Prep is a public, tuition-free school in Springfield that prepares students in grades 5 through 12 to compete, achieve, and succeed in college and beyond. Veritas Prep accelerates every student’s path to college and career by helping them set a strong academic foundation in middle school and guaranteeing access to college classes and college prep support in our wall-to-wall early-college high school. 
At Veritas Prep, we are not only breaking down barriers to college access but also providing the tools students need to persist through college and prepare for a successful career. Our middle school program has been serving students in Springfield since 2012 and is one of the top middle schools in Springfield. Our scholars are supported by skilled, dedicated, and diverse teachers and are challenged to achieve at high levels academically, socially, and emotionally, setting them up for success as they enter our high school. 
Our early-college high school program, in partnership with STCC and Worcester State University, prepares students to earn high-impact college degrees, saving students up to two years’ time in college and thousands of dollars. Students can earn up to an associate degree for free, and the general studies associate degree from STCC means students enter as JUNIORS at any Massachusetts public college or university after high school graduation.
Students at Veritas Prep benefit from high academic standards and robust support, an exceptional learning environment, a diverse staff of high-quality educators, a strong commitment to social/emotional and practical skill development, and an inclusive, anti-racist community that values the identities and backgrounds of all students.

World Language Teacher (SY24-25, High School)

<h3>Job Description</h3>
TITLE: Music Teacher and Song Leader
REPORTS TO: Director of Jewish Life
FTE: The schedule of this role is flexible, approximately 0.5 to 0.7 FTE based on candidate background and availability
FLSA STATUS:  Exempt 
ABOUT PJA: As a Jewish Day School, we strive to ensure an academically rich environment which honors the whole child. Portland Jewish Academy (PJA) nurtures and inspires Jewish engagement, kavod - respect, and responsibility for the world in which we live. 
Guided by our middot (values) and our mission, we share a commitment to diversity, equity, inclusion and social justice. With Jewish life at our center, we aspire to ensure a genuine sense of belonging in all members of our community. We honor and teach the importance of the vast expansiveness of human diversity.
As a school community, we are committed to creating and sustaining an accessible, supportive, welcoming, and compassionate environment for all. We recognize and respond to individual and institutional prejudices, both overt and subtle. We demonstrate our commitment to tikkun olam (repair the world) through anti-bias curriculum, admission and employment practices, and social action. We are committed to ongoing professional learning to align our practices with our values. We recognize that the advancement of these goals is a process, and we choose to bring courage, reflection and curiosity to this work.
Our unique curriculum combines interdisciplinary learning, community involvement, and foreign language acquisition – all with a values-based approach. We offer our students many opportunities for partnership and collaboration throughout the school community. Students at PJA are encouraged to think critically, independently, and creatively.
This position is benefits eligible, including a fully paid Medical plan option, optional dental and a generous Paid Time Off plan including a paid spring break. PJA is not only a great place for kids to learn, it's a wonderful work environment. We have the most gifted teachers, dedicated administrators, and the best support staff in Portland. Come be a part of our team!
JOB SUMMARY: Develop and implement mission and developmentally appropriate music curriculum for K-8 students. As a Jewish school, the ideal candidate will have a background in both Jewish and secular music, however we are open to all candidates with a music background who are willing to learn. General duties include:
<ul>
<li>Plan for and lead music classes for grades K-5  weekly </li>
<li>Co-produce, rehearse, and lead school performances </li>
<li>Provide instruction on various instruments, such as: ukulele, recorder, Orff instruments, percussion, etc. </li>
<li>Teach a middle school music exploratory. Offerings have included: choir, rock band, guitar instruction.</li>
<li>Attend occasional staff meetings and professional development days </li>
</ul>
MUSIC TEACHER ESSENTIAL RESPONSIBILITIES AND DUTIES: 
Classroom Instruction: Design instruction focused on building understanding through inquiry, play, and exploration. Encourage student enthusiasm for the learning process by connecting to student’s prior knowledge, life experiences, and interests. Plan and implement a program of instruction that adheres to PJA’s philosophy, goals and objectives and meets student needs. Utilize a variety of instructional strategies to make subject matter accessible to all students.  
Curriculum Development: Utilize deep working knowledge of subject matter, curriculum frameworks, and student development to organize subject matter to facilitate students' understanding. Develop and sequence long-term and short-term instructional plans to support student learning. Establish and articulate goals for student learning. Plan and implement a differentiated program of study designed to meet individual student needs. Maintain current fluency in all relevant subject matter.
Assessment: Assess student progress on a regular basis using multiple methods of assessment, and use data to inform instruction. Involve all students in self-assessment, goal setting and monitoring progress. Review data individually and with colleagues, to monitor student learning. 
Collaboration: Collaborate with colleagues and engage in the broader professional community to support student learning. Work with other teachers and share responsibility for supervision of all students during the school day. Learn about and work with families to support student learning. Communicate regularly with families about learning and teaching. Coordinate and attend parent meetings.  
Creating and Maintaining a Classroom Environment: Create and maintain a classroom environment conducive to learning by building meaningful relationships with students. Design an environment that reflects PJA’s mission and middot, and functions as a socially, emotionally, intellectually, and physically safe community. Use instructional time to optimize learning through effective classroom routines, procedures, norms, and supports.
Professional Learning: Reflect on teaching practice to support student learning. Establish professional goals and engage in continuous and purposeful professional growth and development. Continue professional growth through attendance at workshops, seminars, conferences, and/or coursework at institutions of higher learning.  Attend staff, department and committee meetings as required.
Other Duties as assigned/needed.
QUALIFICATIONS: Candidates may bring any combination of experience and training that demonstrates the ability to perform the duties of the position. This would typically include:
<ul>
<li>Bachelor’s degree in education required. Master’s preferred.  </li>
<li>Three years’ professional teaching experience preferred.</li>
<li>Oregon or out of state licensure with appropriate endorsements or equivalent preferred. </li>
<li>Fluency in evidence-based instructional methods and resources in: student-centered inquiry-based instruction, core academic content areas, and social emotional learning.</li>
<li>Effective written and oral communication skills.</li>
<li>Ability to work collaboratively with other staff, parents/guardians, and students.</li>
<li>Ability to follow school policies and procedures</li>
<li>Ability to maintain appropriate work habits including regular and punctual attendance and appropriate use of conference and planning time.</li>
<li>Ability to care for and work with students for extended periods of time in a variety of settings.</li>
</ul>
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Music Teacher

<h3>Job Description</h3>
Description:
Davidson Academy is seeking a part time time High School American Sign Language (ASL) Teacher for the 2024-2025 school year. The ideal candidate possesses the skills and enthusiasm for the subject area, as well as a desire to see students improve and succeed. The ASL teacher will be working closely with the foreign language department to produce high-quality instruction and engaging content. 

The following duties are normal for this position but are not all-inclusive. Other duties may be required and assigned.
<ul>
<li>Identifies and adopts the most effective, active, creative teaching approaches for all students in line with current best practice and the ethos of Davidson Academy.</li>
<li>Understands the curriculum, designs effective lesson plans, and use powerful instructional strategies to help students master the required content.</li>
<li>Works with other members of the faculty to apply consistent standards in the following: curriculum planning and delivery; formative and summative assessment through classwork, homework, and formal examination; standardization and moderation.</li>
<li>Displays a strong commitment to integrating faith in to the curriculum.</li>
<li>Creates a stimulating learning environment, including displays of student work.</li>
<li>Establishes classroom rules and ensures all students understand and follow them.</li>
<li>Meets and instructs assigned classes in the locations and at the times designated.</li>
<li>Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.</li>
<li>Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.</li>
<li>Prepares for all classes assigned and shows written evidence of preparation.</li>
<li>Establishes clear outcomes for all lessons, class work, and projects. These outcomes are communicated to students.</li>
<li>Assesses the progress of students on a regular basis and provides progress reports and report cards as required.</li>
<li>Supports the program of study, using a variety of instructional techniques, instructional media and technology.</li>
<li>Takes all necessary precautions to protect students, materials, and facilities.</li>
<li>Maintains accurate, complete, and correct records as required by Davidson Academy.</li>
</ul>

STATEMENTS OF FAITH
<ul>
<li>We believe God has revealed Himself, His purposes, and His ways in the Bible, which is therefore absolute in its truth and authority over daily living.</li>
<li>We believe God is one, absolute in power and authority over all people. He has revealed Himself as Heavenly Father and is the first person of the Trinity.</li>
<li>We believe Jesus Christ is the second person of the Trinity, the physical embodiment of God; He is fully God and fully man, a mystery that calls us to worship.</li>
<li>We believe the Holy Spirit is the third person of the Trinity. He is the invisible and contemporary presence of God.</li>
<li>We believe all human kind are separated from God by sin and are in need of a Savior.</li>
<li>We believe salvation comes only through belief (faith) in Jesus Christ as revealed in Scripture, His virgin birth, His sinless life, His sacrificial death upon the cross and His resurrection from the dead.</li>
<li>We believe Christians should live their lives in a community, as members of a body of believers, and in subjection to the will of God, holding one another accountable for their decisions and choices and offering encouragement and prayer support in all things.</li>
</ul>
Beliefs and Philosophy of Christian Education
Davidson Academy endeavors to assure that students are:
Grounded in God’s Word as the source of truth;
inspired to grow in spiritual wisdom;
guided by personnel committed to excellence;
trained in the fundamental and college-preparatory academic skills;
encouraged to accomplish goals and be recognized for achievement; and
provided opportunities for physical and social development through programs and service

Requirements:
Below are requirements for the position:
SECTION 1 - REQUIRED PERSONAL QUALITIES (ALL STAFF)
<ol>
<li>Is in whole-hearted agreement with the school’s Statements of Faith and Beliefs and Philosophy of Christian education.</li>
<li>Demonstrates the character qualities of enthusiasm, courtesy, flexibility, integrity, gratitude, kindness, self- control, perseverance, and punctuality.</li>
<li>Meets everyday stress with emotional stability, objectivity, and optimism.</li>
<li>Respectfully submits and is loyal to constituted authority.</li>
<li>Notifies the supervisor/administrator of any policy he/she is unable to support.</li>
<li>Refuses to use or circulate confidential information inappropriately.</li>
<li>Places his/her ministry at DA ahead of other jobs or volunteer activities.</li>
<li>Appreciates and understands the diversity of the Davidson Academy community.</li>
<li>Recognizes the need for good public relations. Represents the school in a favorable and professional manner to the school’s constituency and the general public.</li>
<li>Treats co-workers, parents and students with friendliness, dignity, and respect.</li>
<li>Follows Matthew 18 principle in dealing with students, parents, staff, and administration.</li>
<li>Seeks the counsel of the supervisor and colleagues while maintaining a teachable attitude.</li>
<li>Uses acceptable English in written and oral communication.</li>
</ol>
SECTION 2 - REQUIRED SPIRITUAL DEVELOPMENT (ALL STAFF)
<ol>
<li>Believes that the Bible is God’s Word and standard for faith and daily living.</li>
<li>Is a Christian role model in attitude, speech, and actions toward others. This includes being committed to God’s biblical standards for sexual conduct (Luke 6:40).</li>
<li>Regularly attends a local, evangelical church, which has a Statement of Faith in harmony with the Davidson Academy Statement of Faith.</li>
<li>Shows by example the importance of Scripture study and memorization, prayer, witnessing, and unity in the Body of Christ.</li>
<li>Reflects the purpose of the school, which is to honor Christ in every class and every activity.</li>
<li>Motivates students to accept God’s gift of salvation and help them grow in their faith.</li>
<li>Leads students to a realization of their worth in Christ.</li>
<li>Has the spiritual maturity, ability, and personal qualities to “train up a child in the way he/she should go.”</li>
<li>Recognizes the role of parents as holding primary responsibility before God for their children’s education and is prepared to assist them in that task.</li>
<li>Maintains a personal appearance that is a Christian role model of cleanliness, modesty, and good taste, that is in agreement with any applicable school policy. </li>
</ol>

American Sign Language (ASL) Instructor

<h3>Job Description</h3>
Summer Teacher-Upward Bound/Upward Bound Math &amp; Science
Schedule for UB / UBMS Teachers:
The schedule for teachers varies within the five weeks of the UB / UBMS Summer Program. Weeks worked will be determined by the UB / UBMS Academic Coordinator. The UB / UBMS summer program runs from June 9 - July 14, 2024. 
Compensation: Teacher salaries will be determined on an individual basis. Teacher pay range is $25 - $35/hour, depending on experience with the UB / UBMS student population. 


Job Summary
The Upward Bound / Upward Bound Math &amp; Science (UB / UBMS) Summer Teachers are short-term positions responsible for overseeing the delivery of a specific subject per the UB / UBMS grant regulations. The summer teachers provide instruction in core subject areas (math, science, English, foreign language). Class sizes are variable and are contingent on student participation. Each teacher is responsible for classroom management, adapting lessons to fit the learning styles of all students, providing feedback to the students and program staff in a timely manner, and creating a safe learning environment. 

Classes are delivered in a block-scheduling format with teachers working in two- or three-week increments (based on the summer calendar and summer holidays). Specific weeks worked during the UB / UBMS Summer Program will be determined and coordinated with the UB / UBMS Academic Coordinator. 

Key Results/Responsibilities
<ul>
<li>
Provide academic instruction to UB / UBMS summer students.
</li>
<li>
Measure and report academic progress.
</li>
<li>
Promote personal and academic growth among UBMS / UB summer students. 
</li>
<li>
Respond to emergencies.
</li>
<li>
Promote the objectives of UB and UBMS; specifically, assist in providing the guidance and support to successfully complete high school and continue on to pursue a four-year degree.
</li>
<li>
Tutor students, as needed.
</li>
<li>
Conduct yourself as a positive role model at all times.
</li>
<li>
Enforce rules consistently and fairly.
</li>
<li>
Efficiently relay information to professional staff.
</li>
</ul>
Preferred Qualifications
<ul>
<li>
Four-year degree in subject matter (math, science, English, foreign language).
</li>
<li>
Experience working with low-income and/or first-generation youth. 
</li>
<li>
Teaching experience including lesson plan development, classroom management, and course delivery. 
</li>
<li>
Previous experience with an Upward Bound program is preferred. 
</li>
<li>
Ability to communicate effectively with a wide variety of individuals.
</li>
<li>
Excellent organizational and planning skills.
</li>
<li>
Enthusiastic and responsible.
</li>
</ul>

Summer Teacher

<h3>Job Description</h3>
 
The Opportunity: PLA teachers are passionate and devoted leaders bringing creativity and rigor to our classrooms to support an improved learning experience for our scholars. Our teachers are compassionate and committed to building a caring environment that nurtures the success of our school community. As a Teacher at Phalen Leadership Academies, you are responsible for ensuring that all scholars master both the academic and social skills necessary to succeed.   You will set ambitious goals for student achievement and hold our scholars accountable for accomplishing those goals.   As a PLA teacher, you will be empowered to create a powerful learning environment, plan and deliver rigorous instruction, and assess for mastery tracking scholar progress and intervening and/or pivoting as necessary to support our scholars’ success.   
 
The Details
Key Deliverables:
<ul>
<li>100% of scholars meet their projected growth goals for ELA </li>
<li>85% scholar satisfaction on classroom surveys</li>
<li>90% of scholars persist through the academic year </li>
<li>95% average daily scholar attendance</li>
<li>1.5 years growth for each scholar not performing on grade level</li>
</ul>
Experience and Education Requirements
<ul>
<li>A passion for working with students and families in under-served communities</li>
<li>Bachelor’s degree or higher from an accredited college or university; with appropriate endorsements, if applicable</li>
<li>Valid State Teacher License or enrolled in a credentialing program</li>
<li>Effective pedagogical skills driven by standards and data-driven assessment</li>
<li>Experience tracking and using data to drive instruction</li>
</ul>
 
The Network: PLA is a transformative education nonprofit changing communities across the country by providing a depth of resources not found in the traditional education model.  In addition to serving as one of the country’s best turnaround school operators and successfully launching charter school start-ups, PLA also provides our school communities with a successful, research-based summer learning program (Summer Advantage), a successful Reading and Math Intervention program (Reading and Math Advantage), and a workforce development program (PLA University) that provides expanded opportunities for our high school graduates, along with the family members of our current staff and students. This menu of programs and services is unique to our network, sets us apart from other organizations, and provides expanded opportunities for our staff through career advancement opportunities, and expanded income opportunities.  
 
The Campus: 
 Hogan Preparatory Academy, managed by PLA, is located in the heart of Kansas City.  Founded in 1942, our school was originally called Bishop Hogan, named after John Joseph Hogan, the first Bishop of the Diocese of Kansas City, Missouri.  Bishop Hogan operated as a private Catholic school until 1999 when we became a public charter school.  We currently serve 1k scholars, PK through 12th grade. In addition to rigorous academics, we pride ourselves in offering art, music, foreign language, and competitive youth sports, and a commitment to excellence in all that we do. 
 
Compensation and Benefits:
PLA School Teachers receive a base salary that is competitively aligned with the market. In addition to a base salary, PLA School Teachers receive: 
<ul>
<li>Competitive Compensation</li>
<li>Benefits – Healthcare, vision, and dental insurance</li>
<li>Professional development opportunities, coaching and mentoring, and being a part of professional communities within the school</li>
<li>Incentive and bonus opportunities </li>
</ul>
 
PLA 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 characteristics as outlined by federal, state, or local laws. 
Please read carefully.
Phalen Leadership Academies (PLA) is an equal opportunity employer. PLA does not discriminate in employment on account of race, color, religion, national origin, citizenship status, ancestry, age, sex (including sexual harassment), sexual orientation, marital status, physical or mental disability, military status or unfavorable discharge from military service.
By completing this application you understand that neither the completion of this application nor any other part of my consideration for employment establishes any obligation for PLA to hire me. If hired, I understand that either PLA or I can terminate my employment at any time and for any reason, with or without cause and without prior notice. I understand that no representative of PLA has the authority to make any assurance to the contrary.
You attest by applying to this position that you have given PLA true and complete information on this application. No requested information has been concealed. I authorize PLA to contact references provided for employment reference checks. If any information I have provided is untrue, or if I have concealed material information, I understand that this will constitute cause for the denial of employment or immediate dismissal.
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ELA High School Teacher

<h3>Job Description</h3>
SALARY RANGE
$54,200 - $75,100
ORGANIZATIONAL OVERVIEW
Educare DC is growing to serve over 424 children from birth to five years – and their families – through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start and accredited by NAEYC, Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare draws on a blend of private and public dollars, including federal child care funding, Early Head Start, Pre-K, and other state and federal funding streams.

POSITION OVERVIEW
Under the direction of the Mentor Teacher, the Preschool Lead Teacher will develop and implement individual educational plans for children, which support their development socially, intellectually, linguistically, physically, and emotionally in a manner appropriate to their age and stage of development. They will provide a high quality language enriched with early learning experience for children ages three to five, while establishing a developmentally appropriate classroom environment favorable to the development and personal growth of children. The Preschool Teacher will facilitate children’s development of communication abilities, and content knowledge needed for future success in school, in accordance with each child’s ability and based on the Educare core components and local early learning standards. The Preschool Teacher will be held responsible for implementing all program requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements. 
Responsibilities
Program Core Features of the Educare Model: 
<ul>
<li>Participate in training to build an understanding of the Educare Model</li>
<li>Provide a high-quality early learning program that incorporates evidence-based curriculum and instructional activities</li>
<li>Implement, document, and demonstrate an understanding of the importance of multiple perspectives and have the skills to be successful in their interdisciplinary efforts</li>
<li>Participate in Family Child Service Reviews as scheduled </li>
<li>Maintain professional competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and through other professional growth activities</li>
<li>Meet with the Mentor Teacher on a weekly basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration </li>
<li>Facilitate reflective supervision, as both a participant and through utilization in managing classroom staff and volunteers </li>
<li>Collaborate with the Family Engagement Specialist (assigned to each child), and other Educare personnel and support staff to promote individual children's goals relating to communication skills, health habits, physical skills, development of self-awareness, and early literacy</li>
<li>Participate in the local evaluation and national Educare Implementation Study, engaging in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families and continuous program improvement</li>
<li>Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of children’s work</li>
<li>Support and provide continuity of care to help children develop secure relationships</li>
<li>In support of ongoing, intensive professional development, Lead Teachers attend and participate in all scheduled trainings, engage in coaching cycles with their Teacher Assistants and Teacher Aides, and develop individual plans for their own professional development</li>
<li> Provide an enhanced curriculum focused on:</li>
</ul>
<ol>
<li>Language and Literacy</li>
<li>Social/Emotional development</li>
<li>Problem-solving and numeracy</li>
<li>Integration of the Arts</li>
</ol>
Curriculum:
<ul>
<li>Plan and implement classroom activities that are child-centered, developmentally appropriate, open-ended and process oriented</li>
<li> Support children’s ideas, initiatives, and creativity</li>
<li> Develop and manage an attractive and engaging environment that encourages independence and self-selection of activities</li>
<li>Provide early learning experiences in literacy, language, mathematics, sciences, social studies, physical education, fine arts, foreign language, social-emotional development, and other subject matter suited to the needs of children</li>
<li>Develop and use instructional materials suitable for verbal or visual instruction of children with a wide range of mental, physical, and emotional maturities</li>
<li>Develop in each child an awareness of his/her worth as an individual and his/her role in the family and community</li>
<li>Meet with Teaching Assistant and Aide to review lesson plans, individual children's goals and plans, and assign best practice teaching strategies </li>
<li>Complete and submit required forms and records in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessments, time sheets, meal reports etc </li>
<li>Assure that files are complete, accurate, and confidentially maintained</li>
<li>Plan and coordinate the work of Aides, Assistants and Volunteers in the classroom and on field trips in order to obtain the maximum benefit from their efforts. Collaborate with student teachers/interns</li>
<li>Provide individual and small-group instruction designed to meet individual needs of children in communication skills, health habits, physical skills, and development of self-awareness </li>
<li>Enrich the educational program through study trips to community resources such as museums, parks, and through classroom visits by resource persons from the school and community. Share and interpret these experiences with children and parents</li>
<li>Provide an appropriate climate to establish and reinforce acceptable child behavior, attitudes, and social skills </li>
<li>Use the playground as an extension of the classroom; ensure that the playground is safe</li>
<li>Assist in implementing an I.E.P. (Individual Education Plan) seeking clarification for any aspects that are not well understood </li>
<li>Participate in curriculum and other developmental programs as appropriate </li>
</ul>
Assessment:
<ul>
<li>Provide ongoing observations and authentic assessments of children and maintain documentation of each child's progress and growth according to Head Start guidelines</li>
<li>Collect anecdotal notes and portfolio items to assess development using individual files </li>
<li>Participate in Family Child Service Reviews for their primary children</li>
<li>Complete band-aid reports and documentation of incidents in the medical log</li>
</ul>
Home-School Connection:
<ul>
<li>Conduct parent teacher conferences at least twice a year and home visits at least twice a year</li>
<li>Develop activities for parents that promote parent participation and involvement in education activities provided for their children. Collaborate with the Family Engagement staff to promote these goals</li>
<li>Communicate regularly with parents by means of parent meetings, newsletters, home visits, and individual parent conferences</li>
<li>Interpret school program to parents in order to strengthen parental understanding of the individual children’s needs and the school’s role in the child’s life </li>
</ul>
Other:
<ul>
<li>Attend staff trainings and meetings and parent meetings as requested </li>
<li>Conduct daily health and environment checks</li>
<li>Actively participate in the development and implementation of a personal Professional Development Plan </li>
<li>Set up and maintain an environment in the classroom that fosters learning, including switching or rotating materials in learning centers on a regular basis </li>
<li>Cooperate with other professional staff members in assessing and helping solve children’s health and learning challenges</li>
<li>In cooperation with other staff, carry out routine duties such as toileting, hand washing, cleanup, and supervision of children at all times, including outdoor play</li>
<li>Compile a list of equipment and materials needed for the classroom</li>
<li>Maintain a safe and healthy classroom environment. Ensure that classroom equipment, furniture, materials, and supplies are properly maintained and stored </li>
<li>Perform other incidental tasks consistent with the goals and objectives of this position </li>
</ul>
EXPERIENCE AND ABILITIES
<ul>
<li>3 years of relevant experience</li>
</ul>
<ul>
<li>Knowledge of early childhood curriculum and developmentally appropriate practice for the specific age group (3-5)</li>
<li>Knowledge of Head Start Performance Standards</li>
<li>Knowledge of City and State licensing requirements</li>
</ul>
<ul>
<li>Successful experience working in a team setting</li>
<li>Ability to work respectfully and cooperatively with a Teacher Assistant, and Teacher Aide assisting him/her in increasing professional knowledge and skills</li>
<li>Ability to present a positive image of the organization to members of the community</li>
<li>Ability to plan, organize and implement position responsibilities</li>
<li>Knowledge and experience in the philosophy and practices of early childhood education, developmentally appropriate practice, emergent literacy and social emotional development</li>
<li>Proof of a physical examination within the last six months, which includes a tuberculosis test, and compliance with other background checks as required by OSSE and ACF (Head Start)</li>
<li>Personal qualifications such as: emotional maturity, willingness to cooperate with the aims of the program, respect for children and adults, flexibility, patience, good personal hygiene, and physical and mental health which does not interfere with responsibilities</li>
<li>Experience collaborating with parents in the education and care of their children.</li>
<li>Supervisory experience with teaching staff (preferred)</li>
<li>Develop and implement individual education plans for children which encourage their social, emotional, physical, linguistic, and intellectual development in a manner appropriate to their age and stage of development.</li>
<li>Ensures the teaching team (Teacher, Teacher Assistant and Aide) provides a safe, stimulating, and nurturing environment for children enriched by a high quality early language experience and an emphasis on social and emotional growth.</li>
<li>Responsible for implementing all program requirements in adherence to performance and outcome standards, along with compliance standards, as prescribed by the multiple funding and model requirements.</li>
</ul>
EDUCATION REQUIREMENTS
Bachelor’s Degree in early childhood education or a related field

ADDITIONAL JOB REQUIREMENTS
<ul>
<li>Clearance of background checks as required by local, state and federal regulations.</li>
<li>Physical examination and diagnostic tests as required by local, state and federal regulations.</li>
<li>A bi-annual physical exam, drug screen, COVID-19 vaccine and TB test are required as a condition of continual employment.</li>
</ul>

ESSENTIAL JOB FUNCTIONS
<ul>
<li>Must have advanced command of the English language and grammar, both verbal and written</li>
<li>Visual and auditory acuity within professionally determined normal ranges, with correction if needed</li>
<li>Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder</li>
<li>Must be able to lift 40 pounds</li>
<li>Must be able to travel</li>
<li>Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions</li>
<li>Experience working successfully with a culturally diverse staff and clients</li>
</ul>

Lead Teacher PreSchool

<h3>Job Description</h3>
 
The Opportunity: PLA teachers are passionate and devoted leaders bringing creativity and rigor to our classrooms to support an improved learning experience for our scholars. Our teachers are compassionate and committed to building a caring environment that nurtures the success of our school community. As a Teacher at Phalen Leadership Academies, you are responsible for ensuring that all scholars master both the academic and social skills necessary to succeed.   You will set ambitious goals for student achievement and hold our scholars accountable for accomplishing those goals.   As a PLA teacher, you will be empowered to create a powerful learning environment, plan and deliver rigorous instruction, and assess for mastery tracking scholar progress and intervening and/or pivoting as necessary to support our scholars’ success.   
 
The Details
Key Deliverables:
<ul>
<li>100% of scholars meet their projected growth goals for ELA </li>
<li>85% scholar satisfaction on classroom surveys</li>
<li>90% of scholars persist through the academic year </li>
<li>95% average daily scholar attendance</li>
<li>1.5 years growth for each scholar not performing on grade level</li>
</ul>
Experience and Education Requirements
<ul>
<li>A passion for working with students and families in under-served communities</li>
<li>Bachelor’s degree or higher from an accredited college or university; with appropriate endorsements, if applicable</li>
<li>Valid State Teacher License or enrolled in a credentialing program</li>
<li>Effective pedagogical skills driven by standards and data-driven assessment</li>
<li>Experience tracking and using data to drive instruction</li>
</ul>
 
The Network: PLA is a transformative education nonprofit changing communities across the country by providing a depth of resources not found in the traditional education model.  In addition to serving as one of the country’s best turnaround school operators and successfully launching charter school start-ups, PLA also provides our school communities with a successful, research-based summer learning program (Summer Advantage), a successful Reading and Math Intervention program (Reading and Math Advantage), and a workforce development program (PLA University) that provides expanded opportunities for our high school graduates, along with the family members of our current staff and students. This menu of programs and services is unique to our network, sets us apart from other organizations, and provides expanded opportunities for our staff through career advancement opportunities, and expanded income opportunities.  
 
The Campus: 
 Hogan Preparatory Academy, managed by PLA, is located in the heart of Kansas City.  Founded in 1942, our school was originally called Bishop Hogan, named after John Joseph Hogan, the first Bishop of the Diocese of Kansas City, Missouri.  Bishop Hogan operated as a private Catholic school until 1999 when we became a public charter school.  We currently serve 1k scholars, PK through 12th grade. In addition to rigorous academics, we pride ourselves in offering art, music, foreign language, and competitive youth sports, and a commitment to excellence in all that we do. 
 
Compensation and Benefits:
PLA School Teachers receive a base salary that is competitively aligned with the market. In addition to a base salary, PLA School Teachers receive: 
<ul>
<li>Competitive Compensation</li>
<li>Benefits – Healthcare, vision, and dental insurance</li>
<li>Professional development opportunities, coaching and mentoring, and being a part of professional communities within the school</li>
<li>Incentive and bonus opportunities </li>
</ul>
 
PLA 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 characteristics as outlined by federal, state, or local laws. 
Please read carefully.
Phalen Leadership Academies (PLA) is an equal opportunity employer. PLA does not discriminate in employment on account of race, color, religion, national origin, citizenship status, ancestry, age, sex (including sexual harassment), sexual orientation, marital status, physical or mental disability, military status or unfavorable discharge from military service.
By completing this application you understand that neither the completion of this application nor any other part of my consideration for employment establishes any obligation for PLA to hire me. If hired, I understand that either PLA or I can terminate my employment at any time and for any reason, with or without cause and without prior notice. I understand that no representative of PLA has the authority to make any assurance to the contrary.
You attest by applying to this position that you have given PLA true and complete information on this application. No requested information has been concealed. I authorize PLA to contact references provided for employment reference checks. If any information I have provided is untrue, or if I have concealed material information, I understand that this will constitute cause for the denial of employment or immediate dismissal.
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ELA Teacher Middle School

<h3>Job Description</h3>
PROGRAM SUMMARY:
The English Language Center (ELC) is Boise’s designated English language program for recently arrived refugees. Our main objective is to help students gain English language proficiency, learn about community resources, and gain life-skills so that they can thrive in their new home. The ELC holds leveled English classes for newcomers ranging from pre-literate to highly advanced, a class for elder refugees, and auxiliary classes as needed. The ELC often partners with organizations such as Global Talent, the Ukrainian Welcome Center, and the Afghan Cultural Center of Idaho to develop and facilitate English classes for specific contexts such as Professional English, Women’s English class, citizenship, and more. In addition to an English Language Center, the ELC is a safe space for newly arrived refugees to come together to build their sense of community and belonging while adjusting to their new lives. 

POSITION SUMMARY:
Jannus is hiring Full and Part-Time (20 hours per week) ESL (English as a Second Language) Teachers.
The ESL Teacher is responsible for teaching English language classes for adults utilizing a strength-based and trauma informed approach. The position may teach general English classes for newcomers, a class for elder refugees, auxiliary classes, or support other ELC classes as needed. The teacher will be responsible for developing lessons and activities within an in-house curriculum, giving input on set curriculum, and may work with an ELC coordinator or Program Director on the development of new curriculum for auxiliary classes. The position will be responsible for communicating with ELC staff and outside partners about attendance, participation in classes, and the general well-being of students. The teacher will also regularly assess and register adults into classes, maintain accurate records of attendance and progress on the the Idaho State Refugee Information System (SRIS) and other internal data management systems. The ESL teacher will also assist with social events for students, and other programmatic administrative duties such as filing and data management.
The English Language Center is a program of Jannus, Inc., a forty-nine-year-old nonprofit organization that operates a broad social-impact portfolio across Idaho. This full-time position is eligible to participate in Jannus’ benefit package including medical, dental, vision, life insurance, vacation, sick leave and a generous retirement plan. 

OUR VALUES:

Our Values are Equity, Compassion, Creativity, Prosperity, and Entrepreneurship

PRIMARY DUTIES AND RESPONSIBILITIES:
The duties recorded below are representative of the duties of the class and are not intended to cover all the duties performed by incumbents(s) of any particular position.
<ul>
<li>Deliver instruction to adult learners across various English proficiency levels in leveled General English, auxiliary, multi-level, and support classes. </li>
<li>Work with ELC staff and outside partners to confirm attendance, participation, and well-being of students; </li>
<li>Continuously track and maintain regular communication with students to ensure their active participation, well-being, and progress both inside and outside of class. </li>
<li>Work alongside community volunteers and interns </li>
<li>Register adults in multilevel class, assess and record participant progress, attendance, etc.;</li>
<li>Attend regular trainings on best practices in working with refugees;</li>
<li>Provide instruction utilizing trauma informed service practices;</li>
<li>Maintain accurate records;</li>
<li>Maintain records of curriculum, lesson plans, and materials;</li>
<li>Maintain communication with program director on concerns, successes, updates, and issues;</li>
<li>Provide general building management including light cleaning and organizing; </li>
<li>Maintain filing and online data management of student information; </li>
<li>Answer phone calls and emails regarding the school’s overall programming;</li>
<li>Complete any other assigned duties; </li>
<li>Regular attendance required.</li>
</ul>
ESSENTIAL REQUIREMENTS:
<ul>
<li>Genuine interest and support of Jannus’ commitment to diversity, race, equity and inclusion. Integrating these concepts into daily activities to create healthy workplace environments</li>
<li>Experience working with a variety of language groups and cultures; </li>
<li>Experience in adult education and familiarity with current trends in adult education; </li>
<li>Experience with adult refugee education preferred; </li>
<li>Experience working with pre-literate individuals preferred; </li>
<li>Ability to be flexible in a classroom environment; </li>
<li>Demonstrated commitment to intentional inclusivity of culturally diverse perspectives;</li>
<li>Ability to apply objectives and sensitive judgement to a variety of unique situations faced by New Americans; </li>
<li>Experience living in a foreign country and/or learning a foreign language preferred; </li>
<li>Training and experience in providing trauma informed service preferred;</li>
<li>General computer skills required;</li>
<li>Must have a valid driver’s license, access to reliable transportation and be able to provide proof of state required liability insurance coverage;</li>
<li>Completion of a criminal history background check post offer of employment.</li>
</ul>
EXPERIENCE AND EDUCATION REQUIREMENTS:
LEVEL I Bachelor’s degree in secondary education, linguistics, English, or a related field required.
LEVEL II Bachelor’s degree in education, linguistics, English, or a related field required, plus 3 years of relevant experience OR Master's degree in TESOL, or a related field required, plus 2 years of relevant experience.

CERTIFICATES, LICENSES, AND REGISTRATIONS:
LEVEL I TESOL (Teaching English to Speakers of Other Language) Certificate required, or 1 year of relevant experience.
LEVEL II TESOL (Teaching English to Speakers of Other Languages) Certification required, or 1 year of additional relevant experience.
Reasonable accommodations may be made for individuals with disabilities to perform the essential duties of this job.
TO APPLY: 
Complete the required Jannus, Inc. Employment Application available at <a href="http://www.jannus.org" target="_blank">www.jannus.org</a>. Please note that a cover letter and resume are required and applications will be considered incomplete without this documentation. If you need any support completing the application, please reach out to Jannus HR at 208.336.5533. Applications will be accepted through May 6th, 2024. 

Jannus, Inc. is an Equal Employment Opportunity Employer
Jannus does not just accept difference – we celebrate it, we support it, and we thrive on it for the benefit of our team members, our clients, and our community. Jannus is proud to be an equal opportunity workplace, and our goal is to have a diverse team that represents, at all job levels, the people we serve. We strongly encourage people of color, LGBTQ+ individuals, people with disabilities, members of ethnic minorities, foreign-born residents, and veterans to apply.
We do not discriminate on the basis of race, religion, color, sex, gender identity, sexual orientation, age, non-disqualifying physical or mental disability, national origin, veteran status or any other basis covered by appropriate law. All employment is decided based on qualifications, merit, and business need.

ESL Teacher I/II

<h3>Job Description</h3>
We are looking for a dynamic teacher who develops and delivers high quality instruction in Music while fostering a positive learning environment.
Ivy Prep Academy has an established culture of achievement whereby academic success is vital, and the development of a girl’s individual potential is central. All Ivy Prep scholars receive a personalized education plan that guides their journey to success. They are taught by highly effective teachers who understand how girls learn best, and how to inspire each scholar to reach their potential.  We go beyond math, science, and language arts. Our rigorous curriculum and after school activities expose scholars to a host of academic and social avenues, including coding, public speaking, foreign language, college-career readiness tours, physical education, music, dance, step, cheerleading and more.
JOB SUMMARY: 
 The Music Teacher is responsible for the education of assigned students and will create a flexible program and class environment favorable for learning and personal growth. The teacher will establish effective rapport with students; motivate students to develop skills, attitudes, and the knowledge needed to provide a good foundation for further education and do so in accordance with each student's ability. Professional relations will be developed and maintained with other staff and parents. 
 ESSENTIAL DUTIES: 
<ul>
<li>Teach subject matter utilizing the course of study adopted by the Board of Education, correlated with other appropriate learning activities. </li>
<li>Develop lesson plans, adapt curriculum to meet individual student needs, and utilize effective teaching techniques in translating lesson plans into productive student learning experiences which best utilize the time available for instruction. </li>
<li>Utilize computers and other technological classroom support equipment in student instruction. </li>
<li>Control the storage and use of district owned property; make minor adjustments and request repairs as required. </li>
<li>Maintain classroom organization and discipline. </li>
<li>Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere. </li>
<li>Provide and maintain a safe and supervised environment in the classroom and on the school grounds. </li>
<li>Devise and utilize techniques which accurately measure student progress. </li>
<li>Evaluate student's academic and personal growth keeping appropriate records, and prepare progress reports. </li>
<li>Communicate with parents through conferences and other means discussing academic and personal progress; interpret school programs. </li>
<li>Communicate and cooperate with other professional staff in academic and personal growth areas. </li>
<li>Demonstrate professional ethics as outlined by the Georgia Professional Standards Committee. </li>
<li>Conform to District policies, including attendance, absences and evaluations. </li>
<li>Attendance must be adequate to acceptably perform listed job functions. </li>
<li>Performs other duties as assigned. </li>
</ul>
 REQUIRED SKILLS ABILITIES: 
<ul>
<li>Effective communication skills </li>
<li>Excellent preparation and organizational skills </li>
<li>Strong work ethic </li>
<li>Knowledge of and passion for the subject matter </li>
<li>Effective classroom management </li>
<li>Demonstrate professionalism </li>
</ul>
 EDUCATION AND EXPERIENCE: 
<ul>
<li>Georgia Educator’s Certificate preferred but not required </li>
<li>Bachelor’s Degree Required </li>
<li>1+ Years’ Experience </li>
</ul>
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