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Job Description Preschool Lead Teacher: Montessori The Early Education Lead Teacher plays a crucial role in nurturing the academic, social-emotional growth, and development of toddlers and/or preschool-age children. This position is responsible for creating and implementing a safe and secure, enriching, compliant, and nurturing environment that integrates both Montessori and Early Childhood Education principles. The Lead Teacher supports and makes suggestions to curriculum, creates lesson plans, classroom prep, directs daily activities and procedures, trains other teachers & assist. teachers, supports their learning while creating a strong team building atmosphere, builds strong partnerships with parents, ensures adherence to all State and local regulations (including Title V), and serves as a passionate, dedicated role model for assistant teachers, embodying the agency's core values. Upholding high standards of care is paramount to ensuring the safety and well-being of all children. Key Responsibilities I. Curriculum & Instruction • Develop, plan weekly, and implement age-appropriate curriculum (lesson plans) that stimulate all domains of children’s development, incorporating Montessori methods and ECE principles., • Prepare classroom materials and environments daily to support planned activities, reflecting children's learning and growth., • Design and conduct a balanced program of instruction, demonstration, and work time that encourages observation, questioning, and investigation., • Provide a rich variety of materials and an environment that fosters cultural diversity, exploration, and imaginative play., • Perform ongoing developmental evaluations of children as required by funding sources (e.g., DRDP, ECERS, Parent Survey), developing lesson plans that address individual needs., • Prepare developmental progress reports and conduct periodical parent conferences to discuss children's progress, needs, and interests., • Demonstrate cultural competency by integrating children's cultural, linguistic, and familial values and beliefs into the program and lesson plans., • Promote literacy, strong communication, discussion, and interaction with children. II. Child Development & Care • Provide responsive, individualized care to all children by adapting routines and plans to their interests and needs., • Conduct daily health checks regarding hygiene, safety, and overall well-being of the children., • Ensure a healthy, safe, clean, and developmentally appropriate environment for children, both indoors and outdoors., • Prepare and serve meals and snacks in accordance with nutritional guidelines, assisting with nutrition and food service monitoring., • Integrate special needs children respectfully, preparing the environment and meeting their developmental requirements., • Set and enforce appropriate, non-punitive rules for children's behavior and classroom order, adhering to developmental needs and agency guidelines., • Clean and sterilize equipment and toys regularly. III. Parent & Family Engagement • Complete child transition and classroom orientation with parents., • Maintain ongoing, open communication with parents/caregivers, fostering strong relationships., • Create a classroom environment that actively encourages parent participation., • Serve as a liaison with families to ensure smooth transitions between home and child care setting, and from classroom to classroom (e.g., toddler to preschool, preschool to kindergarten). IV. Team Leadership & Collaboration • Conduct weekly supervision and bi-monthly meetings with Associate and Assistant Teachers to discuss child progress, curriculum, and environment preparation., • Plan, delegate, and assign work effectively to Assistant Teachers weekly., • Participate in all required school/agency staff development, in-service trainings, and educational development opportunities., • Collaborate collegially with other staff members and assistant teachers to achieve program standards based on Title V. V. Administrative & Compliance • Maintain accurate, complete, and timely client, agency, and attendance records (e.g., daily meal/attendance, emergency forms, child development profiles)., • Become familiar with and implement emergency procedures and protocols., • Prepare annual inventory of classroom equipment, materials, and supplies., • Participate in fundraising efforts for the school. Education & Certifications • Minimum AA degree in Child Development preferred, other subject acceptable, with, • Minimum 24 units in Child Development or Early Childhood Education including CORE courses in Child/Human Growth and Development; Child, Family and Community and Program/Curriculum, or ability to apply for Teacher Permit within three months of employment, • Child Development Teacher Permit required or Assoc. Teacher min. with ability to apply for Teacher permit (must keep valid and updated)., • 5 -10 years minimum teaching experience and 3 years as a lead teacher supervising other adults, • Montessori Training Diploma from an accredited institution preferred, or willingness to obtain formal training after the completion of one year of employment required. Experience, Skills & Abilities • Minimum 2-3 years of experience as a lead teacher in a classroom, including supervising other staff., • Demonstrated dedication and enthusiasm for working with young children in a child development setting., • Knowledge of Desired Results (DRDP), ECERS, Parent Survey, and Developmentally Appropriate Practices., • Familiarity with California State Preschool Program (CSPP) Requirements for Center-based Programs., • Strong communication, problem-solving, and priority-setting skills., • Ability to effectively plan, organize, and implement educational activities., • Intermediate proficiency in Microsoft Office programs and ability to use computer systems for developmental data input., • Ability to make sound decisions on behalf of children and protect their well-being., • Must be able to manage confidential information. Desired Attributes • Exemplifies maturity, a positive attitude, professionalism, and emotional stability., • Fosters a collaborative and respectful team environment, serving as a positive role model for children and colleagues., • Possesses a team-building approach, demonstrating appropriate daily behavior and emotional expression. Physical Requirements The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. • Frequently walks, uses hands to handle objects, tools, or controls, and talks or hears., • Often required to stand, sit, reach with hands and arms; and stoop, kneel, crouch, bend, squat, or crawl., • Ability to lift and carry up to 25 pounds, and up to a 40-pound child in case of emergency., • Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus., • May occasionally be required to drive a motor vehicle., • Responsible for daily cleaning, preparation, and maintenance of equipment, furniture, and the classroom/facility (indoors and outdoors) to ensure a clean and safe environment for children. LOCATION: Various (Azusa, Pomona, Hacienda Heights, Baldwin Park, Los Angeles and Compton areas) REPORTS TO: Site Supervisor SCHEDULE: Year-round. Full-time & Part-time opportunities available. Benefits • Paid Holidays, • Paid Vacation & Sick Leave, • Group Health Plan (Dental/Vision), • Life Insurance Coverage, • 401k If you are a passionate and experienced leader ready to lead multiple sites and drive transformative educational outcomes for children and families, we encourage you to apply! Company DescriptionWe are a Montessori agency that provides Infant through Kindergarten educational and child care services to children and families through the Montessori method of teaching in the San Gabriel Valley since 1982. We have preschool sites in Pomona, Hacienda Heights, Azusa, Baldwin Park and El Monte. We are also hiring for new sites being developed in greater Los Angeles areas, Compton and Van Nuys. We provide private (fee-paying) and subsidized programs funded by the Department of Education/Child Development Division via State Preschool. We have a combined government grant which offers subsidized preschool program services to families in the communities we serve that qualify for the program. This funding required Title V regulations to be followed when enrolling families. Our preschool program follows the Montessori Philosophy and Reggio approach to education which offers classrooms that are rich in diversity, materials and experiences.We are a Montessori agency that provides Infant through Kindergarten educational and child care services to children and families through the Montessori method of teaching in the San Gabriel Valley since 1982. We have preschool sites in Pomona, Hacienda Heights, Azusa, Baldwin Park and El Monte. We are also hiring for new sites being developed in greater Los Angeles areas, Compton and Van Nuys. We provide private (fee-paying) and subsidized programs funded by the Department of Education/Child Development Division via State Preschool. We have a combined government grant which offers subsidized preschool program services to families in the communities we serve that qualify for the program. This funding required Title V regulations to be followed when enrolling families. Our preschool program follows the Montessori Philosophy and Reggio approach to education which offers classrooms that are rich in diversity, materials and experiences.

Job Description Job Title: Vocational Services Program Manager Department: Foster Family Location: Ontario, CA Reports To: Assistant Vice President, Foster Family FLSA Status: Exempt Salary: $80,000 - $100,000 Position Summary: The Vocational Services Program Manager oversees the design, coordination, oversight, and compliance of Marsell’s vocational education and workforce development services for youth in Long-Term Foster Care (LTFC) and other eligible programs. This leader ensures that all vocational programs follow the Policy Guide, Cooperative Agreement, state licensing requirements, and Marsell’s mission to provide youth with practical, competitive, and culturally responsive job skills. The Manager is responsible for building employer partnerships, developing vocational curricula, ensuring cultural and linguistic accessibility, maintaining all federally required vocational documentation, and integrating vocational goals into each youth’s Individual Service Plan (ISP). This position guarantees that all vocational programs support, but do not replace, academic education services. Essential Duties and Responsibilities: Program Design, Development & Oversight • Develop, implement, and oversee compliant vocational and workforce readiness programs., • Create training pathways, job-readiness workshops, and skills-based learning opportunities that prepare youth for independent living and long-term self-sufficiency., • Ensure vocational programming does not replace the required academic instruction., • Ensure all vocational programs meet program standards for cultural responsiveness, age appropriateness, trauma-informed practices, and linguistic accessibility (including interpreter needs and translated materials)., • Maintain curriculum frameworks aligned with employer expectations, labor market trends, and credentialing requirements. Program Documentation, Recordkeeping & Compliance The Program Manager must ensure full compliance with all the program’s vocational documentation requirements, including: • Documenting the name of the vocation/trade, staff/volunteer qualifications, frequency/duration, community partnerships, curriculum, and student capacity for every vocational program., • Maintaining written, standardized procedures for the sale, accounting, and disbursement of funds for any youth-created items, ensuring:, • Proceeds are given directly to the youth upon release, and, • Funds never supplement the program., • Ensuring vocational documentation is entered into the program's electronic case management system and included in Individual Service Plans (ISPs) and required case records., • Supporting program reporting requirements, including significant incident reporting, safety planning, and any vocational-related disclosures. Integration With Case Management & Individual Service Plans (ISP) • Collaborate with Case Managers to ensure vocational assessments, goals, and progress updates are accurately reflected in each youth’s ISP., • Participate in ISP meetings, case reviews, and required program staffing meetings., • Ensure vocational services align with individualized needs, strengths, safety considerations, and long-term planning for youth. Workforce Development & Employer Partnerships • Build and maintain local employer partnerships, apprenticeship programs, trade schools, workforce boards, and community colleges., • Develop pathways into high-demand industries, ensuring alignment with regional labor market data., • Coordinate work-based learning opportunities, including internships, externships, job fairs, and job placement pipelines., • Establish certification and credentialing opportunities for youth. LTFC/TFC-Required Vocational & Independent Living Services • Ensure that all youth in LTFC/TFC receive opportunities for vocational education and independent living, including skills for employment, financial literacy, and community integration., • Support youth engagement in community-based vocational activities consistent with prudent parenting standards and state licensing., • Coordinate with foster parents, group home staff, clinicians, and educators to ensure vocational services align with youth readiness, safety plans, and developmental stages. Participant Support & Employment Readiness • Oversee vocational assessments, job-readiness planning, résumé development, interviewing skills, and job search strategies., • Ensure youth receive referrals for supportive vocational needs, including transportation, uniforms, tools, or training materials., • Track youth progress toward employment, credential attainment, and skill-development milestones. Safety, Risk Management & Behavioral Expectations • Ensure all vocational spaces and activities follow program safety protocols, including tool safety, supervision levels, and adherence to individualized in-care safety plans., • Ensure behavior management is non-punitive, trauma-informed, and compliant with no removal of vocational access as punishment, no forced labor, and no coercive consequences., • Maintain incident reporting procedures and collaborate with the assigned Federal Field Specialist(s) and Project Officer on safety-related matters. Data, Outcomes, Quality Assurance & Reporting • Establish and track KPIs, including enrollment, training completion, credentials earned, job placement, and retention., • Analyze outcome data and lead continuous quality improvement., • Prepare required reports for Marsell leadership and funders. Community Engagement & Outreach • Represent Marsell at regional workforce committees, employer councils, economic development networks, and training collaboratives., • Conduct vocational workshops, employer presentations, and community trainings., • Promote accessible, equitable vocational opportunities for diverse and multilingual youth populations. Staff Leadership & Supervision • Supervise vocational program staff, providing coaching, professional development, and performance management., • Lead staff meetings and case reviews related to vocational progress., • Ensure staff are trained in program compliance, cultural/linguistic standards, trauma-informed care, safety protocols, and behavior management requirements. Fiscal Stewardship • Manage the vocational program budget to support training costs, certifications, equipment, and youth employability., • Ensure accounting and distribution of youth-generated funds comply with program policies., • This role does have supervisory responsibilities Competencies: • Visionary Leadership: Ability to think strategically and inspire a team to achieve ambitious goals., • Program Development: Strong skills in curriculum design, program implementation, and evaluation., • Interpersonal Communication: Excellent written and verbal communication skills, with the ability to build rapport with students, staff, and external partners., • Problem-Solving: Proactive and creative approach to addressing challenges and finding innovative solutions., • Bilingual in Spanish preferred but not required. Education/Experience: • Bachelor’s or Master’s degree in Social Sciences, Human Services, Education, Public Administration, Workforce Development or related field., • 5+ years of experience serving transition-age youth, foster youth, or at-risk youth., • 3+ years in program management, workforce development, or vocational training leadership., • Experience supervising staff and managing multi-component programs., • Knowledge of ORR requirements related to vocational services, case management, documentation, and LTFC/TFC standards., • Understanding of youth development, cultural humility, trauma-informed approaches, and transition planning., • Ability to design curriculum, interpret labor market data, and track outcomes in data systems., • Strong relationship-building skills with employers, training providers, and community partners., • Ability to work independently, manage multiple priorities, and maintain ORR compliance. Work Environment: • The noise level in the work environment is usually moderate. Physical Demands: • While performing the duties of this job, the employee is regularly required to sit. The employees often need to use their hands to handle, feel, or finger objects, as well as to talk or listen. The employee is occasionally required to stand and move around. The employee must be able to lift and/or move up to 25 pounds. Specific vision abilities needed for this job include close vision. Marsell Benefits: * Medical * Dental * Vision * 401 (k) - immediate eligibility! * 401 (k) company matching * Paid Time Off (PTO) * Paid Holidays * Flexible Spending Account * Life Insurance (Company Paid) * Voluntary Life Insurance (Employee Paid) * Employee Assistance Program * Employee Wellness Day(s)

Job Description Overview Job Title: Program Leader Status: Part-Time Pay Rate: $20/hour Program Leaders work with an assigned group of students, student to staff ratio is contingent upon CDC guidelines. This is a part time, in-person position in districts and school site locations throughout California. Program Leaders act as a positive adult role model, coach, and mentor. Program Leaders must have a genuine interest in the growth, development, and provision of a safe and nurturing environment for the students they teach. A Program Leader’s ability to establish authority and connections through leadership, communication, and most importantly patience, will be required in giving our students the stability and nurturing atmosphere they need to succeed. Ensuring that Think Together students reach their potential takes a tremendous amount of hard work, flexibility, and commitment. Responsibilities: * • Lead a group of students in an in-person setting, maintaining high standards for behavior and safety by implementing the Think Together four core agreements:, • Be safe. o Be respectful. o Be responsible. o Have fun., • Serve as a positive adult role model for children in the program through appropriate dress, speech, and attitude., • Create an engaging environment that fosters a sense of belonging that kids want to be in., • Support students in making positive behavior choices and take disciplinary measures when appropriate., • Identify student needs and communicate to Site Program Manager, teachers, school administration and parents, as appropriate., • Participate in staff development In Person Learning: • Provide homework assistance, academic enrichment and physical activity using curriculum and materials provided by the program., • Work directly with a group of 20-25 students in a classroom setting, implementing classroom and behavior management strategies., • Assist daily with snack preparation, serving and clean up., • Assist in set up, break down, and ongoing maintenance to keep the school or community site clean and orderly., • Maintain student safety by taking roll and reviewing sign-in/sign-outs for students activities. Qualifications & Requirements: • High School Diploma or G.E.D. Required., • District-specific - 48 semester/60 quarter units and/or pass a pre-employment test., • Ability to speak and write Standard English appropriate in a public-school setting., • Must pass Live Scan (criminal background check via fingerprinting), • Provide negative TB Test dated within the last 3 years., • At least six months experience working with a group of 10 or more students in a classroom, afterschool, or recreation environment., • Advanced Math and English skills (K–8), • Excellent communication skills (Written and Verbal), • Support our English-learner population by being bi-literate (Spanish preferred) Think Together is an Equal Opportunity Employer that does not discriminate on the basis of actual or perceived race, color, national origin, ancestry, sex, gender, gender identity, gender expression, pregnancy, childbirth or related medical conditions, religious creed, physical disability, mental disability, age for individuals age 40 and over, medical condition (as defined by state law (for example, cancer or genetic characteristics or HIV/AIDS), marital status, military and veteran status, sexual orientation, genetic information, citizenship status or any other characteristic protected by federal, state or local law. Our management team is dedicated to this policy with respect to recruitment, hiring, placement, promotion, transfer, training, compensation, benefits, employee activities and general treatment during employment.#SGV

Job DescriptionAbout Us: Impact Dojo is a young, innovative company revolutionizing the way martial arts is taught to children and adults. Founded in 2015 in the Chicagoland area, Impact Dojo has experienced tremendous growth and is looking for the right people to join its team. Who We Are Looking For: Impact Dojo is seeking a highly motivated, energetic, professional black belt instructor who believes deeply in the organization’s mission and who displays a record of achievement in effective supervision & management of youth, teaching martial arts skills and techniques, building positive relationships, and ensuring the safety and well-being of people of all ages. We are a growing corporation and need an instructor who has experience working with children between the ages of 4 and 18. The ideal candidate would be a martial artist with considerable skill in an art form compatible with karate and be passionate about teaching martial arts. This individual must provide constructive criticism, implement company curriculum, and be a team player. Also demonstrate outstanding communication skills with children and their parents, which include the ability to use clear, concise, and grammatically correct written and oral language in all aspects of professional interaction with students, their families, peers, the leadership team and the larger community. A Child abuse clearance and criminal checks are required. Experience Requirements: A Minimum of 2 years of previous experience working with children; examples include but are not limited to: academic/athletic tutoring, camp counselor, and youth volunteer. Martial Arts teaching experience (1 – 5 years minimum) required. Certification Requirements: Teaching certification (preferred but not required) Education Requirements: Bachelor’s degree (preferred but not required) Essential Job Responsibilities: The Martial Arts Instructor is responsible for the supervision of students, giving martial arts-specific instruction, providing a safe and fun learning environment, and serving as a positive role model for students. • Provide daily martial arts instruction to students between the ages of 4 and 18 with different ability levels., • Demonstrate martial arts techniques, explaining the principles behind them, observe and assess students performing martial arts, and give them feedback on their progress., • Group supervision of students with attention to: behavior and group management, health and safety, security, and personal and skill development., • Ensure the safety of students and team members in and out of the martial arts area, and teach safe training habits. Enforce all martial arts rules and regulations., • Organize and prepare daily lesson plans in a fun and creative manner., • Use effective classroom management skills to lead the activity and effectively create a fun environment where everyone feels included., • Work effectively with fellow Activity Specialists and collaborate on daily responsibilities. Serve as a positive role model to students., • Follow the Impact Dojo Code of Conduct and maintain the Impact Dojo look at all times., • Exhibit Impact Martial Arts Core Values at all times and adhere to all company policies., • Knowledge and ability in your martial arts discipline., • Understand and support the mission of the organization., • The ability to work effectively with others in all levels of the organization in a professional manner., • Positive attitude and commitment to the growth and development of youth., • Commitment to producing consistent, high-quality work, and commitment to the growth of the organization. Excellent judgment, ability to identify problems and works quickly to find solutions., • Patient, caring, and creative., • Flexible, adaptive, and a team player. Be willing to travel. Ability to respond to emergency situations that may require running and climbing stairs. Good physical condition which enables candidate to execute all responsibilities associated with this position. Powered by JazzHR R8Xbjk5GbZ

Job Description This Internship is fully funded through a grant provided by the state of California Economic Development Department's Opportunity Young Adult Career Pathway Program. The Internship is a paid, part time, temporary position that will average 12 hours a week over a 10-week period. At no time will the role exceed 30 hours per week. The Production Studio Management intern will work under the supervision of National CORE's Production Studio Manager and the Assistant Vice President of Marketing & Communications. This internship provides a unique opportunity for individuals interested in pursuing careers in production studio management. It's an ideal starting point for those looking to understand the critical role of production. The intern will learn all elements of production studio sound, lighting and camera management, with a focus on podcasting, as outlined in the goals and deliverables of the underlying grant agreement. Students may apply to take the internship twice if they come in as new learners so that they can master more advanced techniques. Students will learn in National CORE's state-of-the-art studio. LEARNING OBJECTIVES AND CURRICULUM • Intern will acquire a better understanding of National Core's resident services and programs, organizational structure, organizational culture and relationship with Hope Through Housing, • Intern will develop Studio Production Management skills under the direction of the marketing, • Video camera setup, operation and maintenance, • Audio equipment setup, operation and maintenance, • Cable and environmental management, • Fundamental lighting techniques and operation, • Multi-camera program switching, • Broadcast graphics fundamentals, • Basic video editing, • Advanced camera techniques, • Advanced lighting techniques, • Advanced graphics techniques, • Advanced audio techniques, • Work schedules offer flexibility with some mandatory in-office These include onboarding at the start of the program and some scheduled events., • Collaborative: Schedules will be determined jointly by the AVP of Marketing, the Studio Production Manager and the Intern upon selection and hiring.PHYSICAL REQUIREMENTS/WORK ENVIRONMENT, • Operate computer and office, • Moderate walking, bending and lifting under 20, • Work is primarily sedentary in, • Applicants must be able to pass a thorough background check before beginning the internship in compliance with state and federal employment laws., • An additional check will be conducted to allow interns to work with, • This position is funded through the grant, which is currently authorized from April 1, 2025, through March 31, 2027. Continued employment is dependent on renewed or continuing grant funding. The employer does not guarantee employment beyond the period of available grant funding. FLSA • $23.50 - $24/hr Job Posted by ApplicantPro

Job Description This Internship is fully funded through a grant provided by the state of California Economic Development Department's Opportunity Young Adult Career Pathway Program. The internship is a paid, part time, temporary position that will average 12 hours a week over a 10-week period. At no time will the role exceed 30 hours per week. The Social Media Management (SMM) intern will work under the supervision of National CORE's Social Media Manager and the Assistant Vice President of Marketing & Communications. This internship provides a unique opportunity for individuals interested in pursuing careers in Social Media Management. It's an ideal starting point for those looking to understand the critical role of social media in marketing communications. The intern will learn all elements of messaging for the basic social media networks, as outlined in the goals and deliverables of the underlying grant agreement. Students may apply to take the internship twice if they come in as new learners so that they can master more advanced techniques. LEARNING OBJECTIVES AND CURRICULUM • Intern will acquire a better understanding of National Core's resident services and programs, organizational structure, organizational culture and relationship with Hope Through Housing, • Intern will develop Social Media Management skills under the direction of the marketing, • Social media networks, audiences and content types, • Content creation, • Content management, • Multi-channel message amplification, • Graphics for social media, • Advertising, • Analytics and analysisDepending on participant skill levels, interns may pursue advanced skills in:, • Influencer marketing, • Customer service, • Reputation management, • Advanced advertising, • Advanced analytics, • Non-social media digital advertising, • Work schedules offer flexibility with some mandatory in-office These include onboarding at the start of the program and some scheduled events., • Schedules will be determined jointly by the AVP of Marketing, Social Media Manager and the Intern upon selection and hiring.PHYSICAL REQUIREMENTS/WORK ENVIRONMENT, • Operate computer and office, • Moderate walking, bending and lifting under 20, • Work is primarily sedentary in, • Driving will be required for off-site meetings as HIRING PROCESS, • Applicants must be able to pass a thorough background check before beginning the internship in compliance with state and federal laws., • An additional check will be conducted to allow interns to work with, • All hiring offers are contingent on passing both background DURATION AND FUNDING, • This position is funded through the grant, which is currently authorized from April 1, 2025, through March 31, 2027. Continued employment is dependent on renewed or continuing grant funding. The employer does not guarantee employment beyond the period of available grant funding. FLSA • Non-exempt, temporary PAY • $23.50 - $24/hr Job Posted by ApplicantPro

Job DescriptionSalary: $45.00- $65.00 Pacific College is dedicated to putting students first, providing an exceptional education in a chosen degree program and teaching relevant, required skills for today and the future. Our culture is positive, supportive, and collaborative. As a team, we continually embrace our core values: Professionalism - As an individual or institution, we demonstrate professionalism in everything we do. Altruism As an individual or institution, we practice the principle of unselfish concern for the wellness of others. Community As an individual or institution, we share responsibility for the welfare of our community. Identity As an individual or institution, we strive to establish a sense of true being that will determine our future. Fulfillment - As an individual or institution, we create an environment where academic and professional goals can be achieved. Inclusion As an individual or institution, we embrace differences to promote full participation and a sense of belonging. Collaboration - As an individual or institution, we work as a team to realize shared goals. Full-time faculty provide instruction that facilitates students achievement of course learning outcomes, engage in scholarly and service activities to promote their professional development, and contribute to the success of the College and its students. Full-time faculty consistently demonstrate Pacific Colleges values as outlined above. The LVN program is part-time on evenings and weekends. Core Nursing: Develops, implements, teaches, and evaluates the philosophy and program learning outcomes of the nursing education program. Designs, implements, teaches, evaluates, and revises the curriculum. Documents actions taken in faculty and committee meetings using a systematic plan of evaluation for total program review. Teaches both theory and clinical courses. Time assigned to skills lab, simulation, student tutoring, or other teaching experiences will be calculated into teaching units. Didactic: Responsible for teaching and evaluating students in the classroom (face to face and virtual). Designs an effective learning environment that facilitates student learning to address contemporary issues in nursing. Support students progression in academics and socialization into the role of nursing. Utilizes an array of assessment tools to evaluate student learning. Actively participates in the plan for curriculum design, program assessment and program revision. Demonstrates leadership by serving as a mentor to faculty, adjuncts, and students. Recognizes the role of a nurse educator and pursues continuous in-service/professional development opportunities annually. Serves as an advisor to nursing students. Develops student success plans and remediates at risk students. Manages gradebook to ensure it is consistently up to date with current grades. Submits grades into Sonis by the due date. Performs required end of course reporting of student outcomes/performance: Failures, SSAP, Attendance. Clinical: Teaches clinical at the clinical site, and in the skills lab and serves as the content expert in simulation. Facilitates the nursing students application of theory to clinical practice. Demonstrates and maintains knowledge of overall program, program outcomes and course outcomes. Communicates effectively utilizing professional techniques with clinical agency representatives, staff, faculty, and students. Identifies and immediately communicates problem areas/clinical areas of concern to clinical instructors and recommends changes and solutions as appropriate. If course lead, provides needed communication with clinical faculty concerning student progress including successes and identified needs, clinical issues, suggestions, and/or professional learning needs. As a clinical instructor, grades clinical papers and provides students with timely and clear feedback. Maintains all records on student performance, i.e., Student Success Action Plan (SSAP) and mid-term and final clinical evaluations. Manages gradebook to ensure it is consistently up to date with current grades; follows up regularly with clinical faculty for grading assignments and inputting grades in a timely manner. Adheres to/enforces the policies and procedures of Pacific College and the assigned clinical facility. Attends hospital-based orientations. Completes clinical site evaluations. Performs required end of course reporting of student outcomes/performance: Failures, SSAP, Attendance. In addition to responsibilities for teaching didactic and/or clinical classes, full-time faculty will be: Assigned 3 units of administrative time to assist with the work of the department. This may include orientation coordination, pinning coordination, curriculum review, program assessment and review, other departmental duties as assigned. Plans, teaches, and evaluates classroom, clinical, skills labs and other learning experiences in conjunction with other team members. Connects students to college resources for their success. Consistently demonstrates and coaches students on professional skills: o Leadership and ethics o Communication and critical thinking o Teamwork and collaboration o Responsibility and dependability o Overall professionalism Maintains a presence on campus and contributes to the campus culture in a positive and meaningful way. Participates in department meetings as available. Participates in faculty meetings, in-service offerings, and other nursing events (i.e., graduation, pinning, etc.). Provides input to developing, assessing, and revising program policies through the governance structure. Collaborates on scholarly activities such as formal evaluations of teaching and clinical programs and disseminates this scholarly work. Performs other duties as needed. Requirements for Employment Faculty shall provide evidence of education and experience necessary to indicate that they are competent to teach courses, skills labs and clinicals. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below are representative of the knowledge, skill, and/or ability required*. A Bachelor of Science in Nursing (BSN) is required. A minimum of two (2) years experience as a professional registered nurse providing direct patient care. Previous experience teaching in a nursing program at a college or university is preferred. Holds a current unencumbered state professional registered nurse license. Maintains professional competence/expertise in teaching through activities such as nursing practice, continuing education programs, conferences, workshops, seminars, academic courses, research projects and professional writing. Must be able to work evenings and weekends. *Subject to BVNPT regulation and approval.

Job Description This Internship is fully funded through a grant provided by the state of California Economic Development Department's Opportunity Young Adult Career Pathway Program. The internship is a paid, part time, temporary position that will average 12 hours a week over a 10-week period. At no time will the role exceed 30 hours per week. The Digital Production Management intern will work under the supervision of National CORE's Digital Project Manager and the Assistant Vice President of Marketing & Communications. This internship provides a unique opportunity for individuals interested in pursuing careers in digital media, project management and podcast production. It's an ideal starting point for those looking to understand the inner workings of a full-cycle production studio and the critical skills required to succeed in this industry. The intern will learn all elements of pre-production, production and post-production video and media creation, with a focus on podcasting, as outlined in the goals and deliverables of the underlying grant agreement. Students may apply to take the internship twice if they come in as new learners so that they can master more advanced techniques. Students will learn in National CORE's state-of-the-art studio. LEARNING OBJECTIVES AND CURRICULUM • Intern will acquire a better understanding of National Core's resident services and programs, organizational structure, organizational culture and relationship with Hope Through Housing, • Intern will develop Production Management skills under the direction of the marketing, • Intern will develop skills to successfully complete the internship program and may earn a certification specific to the program.Over 10 weeks, participants will learn digital production management fundamentals, including:, • Basic project timelines and digital workflows, • Basic story structure, scripting, guest coordination, • Basic content curation, • Overview of video, audio and editing tools, • Basic methods of content distribution and performance trackingDepending on participant skill levels, interns may pursue advanced skills in:, • Advanced production management, including production of podcast episodes and series, • Story structure and formats for multiple audiences and production types, • Guest interview structure and options, • Hosting skills, • Advanced content curation, • Advanced content distribution, • Advanced performance analytics, • Social media strategies, • Learn about content distribution, marketing strategies and performance TIME/SCHEDULE, • Work schedules offer flexibility to allow interns the ability to hold down another job or attend school. Some dates, however, are mandatory. These include onboarding at the start of the program and some scheduled events., • Schedules will be determined jointly by the AVP of Marketing, the Digital Projects Manager and the Intern upon selection and hiring.PHYSICAL REQUIREMENTS/WORK ENVIRONMENT, • Operate computer and office -, • Moderate walking, bending and lifting under 20, • Work is primarily sedentary in, • Applicants must be able to pass a thorough background check before beginning the internship, • An additional check will be conducted to allow interns to work with, • $23.50-$24/hr Job Posted by ApplicantPro

Job Description Classroom Assistant l Salary Range: $17-$20 Position type: Temporary/Permanent (Non-Exempt) Reports to: Site Director Role and Responsibilities The Classroom Assistant I provides care and supervision for all the children in care, with the guidance of the Associate/Lead Teachers. Following Title 22 and Title 5 regulations, the Classroom Assistant helps to ensure the health and safety of all children. Responsibilities include: • Provides visual supervision at all times, indoors and outdoors, • Participates in high-quality transitions for children and families, making sure arrival and departure times are well organized. All children and families are greeted warmly, hands are washed upon arrival, health checks are conducted and recorded, all children are supervised at all times, and children are actively engaged during the transition time. For Infants and Toddlers – Diaper check, begin the daily report, log in bottles and supplies as applicable., • Engages in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions, • Implements curriculum activities as assigned, • Completes 1 to 3 DRDP assessment(s) assigned by and under the supervision of the Associate or lead Teacher once a minimum of 12-semester units is obtained, • Participates in meal/snack processes, including family-style serving, bottle or infant food feeding as applicable, • Participates in the nap/rest period. For Infants – Safe sleep training and procedures apply, • Documents observations with notes, pictures, or video clips, and collects work samples under the guidance of the lead and/or supervising teacher, • Participates in classroom record keeping, including injury or health reports as assigned, under the guidance of a supervising staff member, • Monitors and participates in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed), • Provides staff breaks and takes children to the restroom Applies to those with 6 or more semester units, • Participates in classroom planning, including the creation of some activities for the learning plan under the guidance of the lead teacher Applies to those with 6 or more semester units, • Participates in and ensures a safe environment for the children that is free of hazards, • Assists in the opening and/or closing routines when assigned, including preparation for the current day or next day’s program activities, • Maintain confidentiality of family and children’s information with staff and the community, • Timely and regular attendance, • Attend trainings and staff meetings as assigned (some after hours and/or with overtime), • Report any concerns to an appropriate supervisor, • Other duties as assigned and necessaryQualifications and Education Requirements, • Minimum of current enrollment in or the completion of one core early childhood education college course For Infants and Toddlers, at least one course in the care or development of infants and toddlers is preferred, • Continual enrollment in a minimum of one course per semester until the 12 core early childhood education units are obtained. Application for an Associate Teacher permit is preferred once qualified, • Completed DRDP Training, • Some experience preferred, especially in center-based care. For infants and Toddlers, experience with the age group is preferred, • Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed, • Maintain a clear and active exemption-free status with Community Care Licensing for the duration of employment with FSA, • Ability to work with disabled or challenging children and diverse populations, • Must be willing to work flexible hours to meet the needs of the program., • Pass a health screening test, immunized against: Influenza (ability to decline with a signature), Pertussis and Measles, Covid, TB test and Drug screening Clearance., • Maintain Pediatric first aid & CPR, mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assignedPreferred Skills, • Establish positive relationships with young children and positive relationships with children’s families, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning, • Demonstrate the ability to promote children’s positive social behavior and self-regulation, • Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Demonstrate their commitment to their own learning by taking advantage of available learning opportunities, • Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues, • Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning, • Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers, • Establish positive relationships with young children and positive relationships with children’s families, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning, • Demonstrate the ability to promote children’s positive social behavior and self-regulation, • Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Demonstrate their commitment to their own learning by taking advantage of available learning opportunities, • Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues, • Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning, • Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers, • Establish positive relationships with young children and positive relationships with children’s families, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning, • Demonstrate the ability to promote children’s positive social behavior and self-regulation, • Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Demonstrate their commitment to their own learning by taking advantage of available learning opportunities, • Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues, • Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning, • Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers

Job Description Classroom Assistant Summary: The Classroom Assistant provides care and supervision for all the children in care, with the guidance of the Associate/Lead Teachers. Following Title 22 and Title 5 regulations, the Classroom Assistant helps to ensure the health and safety of all children. Responsibilities include: Role and Responsibilities • Provides visual supervision at all times, indoors and outdoors, • Participates in high quality transitions for children and families, making sure arrival and departure times are well organized. All children and families are greeted warmly, hands are washed upon arrival, health checks are conducted and recorded, all children are supervised at all times, and children are actively engaged during the transition time. For Infants and Toddlers – Diaper check, begin the daily report, log in bottles and supplies as applicable, • Engages in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions, • Implements curriculum activities as assigned, • Completes 1 to 3 DRDP assessment(s) assigned by and under the supervision of the Associate or lead Teacher once a minimum of 12 semester units is obtained, • Participates in meal/snack processes, including family style serving, bottle or infant food feeding as applicable, • Participates in the nap / rest period. For staff working in an infant licensed classroom – Safe sleep training and procedures apply, • Documents observations with notes, pictures, or video clips, and collect work samples under the guidance of the lead and/or supervising teacher, inputting information into the Learning Genie system as assigned, • Participates in classroom record keeping, including injury or health reports as assigned, under the guidance of a supervising staff member, • Monitors and participates in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed). This includes toilet training of any child, regardless of age, • Provides staff breaks and takes children to the restroom Applies to those with 6 or more semester units, • Participates in classroom planning, including the creation of some activities for the learning plan under the guidance of the lead teacher Applies to those with 6 or more semester units, • Participates in and ensures a safe environment for the children that is free of hazards, • Assists in the opening and/or closing routines when assigned, including preparation for the current day or next day’s program activities, • Maintain confidentiality of family and children’s information with staff and the community, • Timely and regular attendance, • Attend trainings and staff meetings as assigned (some after hours and/or with overtime), • Reports any concerns to an appropriate supervisor, • Completion of a professional development plan in accordance with CDE or CDSS, and NAEYC standards, • Adhere to and maintain the NAEYC Code of Ethical Conduct and FSA’s Code of Conduct, • Other duties as assigned and necessaryQualifications and Education Requirements:, • Minimum of 6 semester units of core early childhood education college courses For Infants and Toddlers, at least one course in the care or development of infants and toddlers is preferred, • Continual enrollment in a minimum of one course per semester until the 12-core early childhood education units are obtained is preferred. Application for an Associate Teacher permit is preferred once qualified and will then qualify the employee for a pay rate increase, • Completed DRDP training (online training during orientation), • Completed CLASS training (online training during orientation, and identified training within 6 months of hire), • Some experience preferred, especially in center-based care. For infants and Toddlers, experience with the age group is preferred., • Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed, • Maintain a clear and active status with Community Care Licensing for the duration of employment with FSA, • Ability to work with disabled or challenging children and diverse populations, • Must be willing to work flexible hours to meet the needs of the program, • Pass a health screening test, immunized against: Influenza annually (ability to decline with a signature), Pertussis and Measles, TB test, and Drug screening Clearance, • Maintain Pediatric first aid & CPR (to be obtained within 3 months of hire), mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assigned, • Participate in activities that furthers own professional growth and development, averaging a minimum of 21 hours per year to maintain permit and keeping skills current. College coursework is one way to meet this requirement, • Assist at FSA Child Development locations other than the primarily assigned location when needed and as assignedPreferred Skills, • Establish positive relationships with young children and positive relationships with children’s families, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning, • Demonstrate the ability to promote children’s positive social behavior and self-regulation, • Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning, • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills, • Demonstrate their commitment to their own learning by taking advantage of available learning opportunities, • Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues, • Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning 8 AM - 5 PM Monday -Friday or 7:30 AM - 4:30 PM Monday - Friday