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Job DescriptionJob Title: Chinese Substitute Teacher Department: Education FLSA Status: Part-Time (0-20 hours per week) Reports to: Early Years and Elementary Campus Principals Work Schedule: 8am - 4pm, Monday-Friday Compensation: $25/hour Company Overview: The Washington Yu Ying Public Charter School is a leader in Chinese Immersion education, achieving high levels of academic and organizational success. Our diverse and inclusive community reaches far beyond the walls of our building. Here at Yu Ying our teachers, staff and families are collaborators, who together, are raising the next generation of culturally fluent and well-rounded global citizens. Position Overview: The In-house Substitute Teacher carries out regular teacher's lesson plans while the regular teacher is absent. During a prolonged absence of the regular teacher, the In-house Substitute Teacher is responsible for performing all essential functions identified in the absent teacher's job description. The In-house Substitute Teacher will also comply with other school operation procedures accordingly and may take on additional responsibilities as requested by the school. Essential Responsibilities: • Serve as classroom teacher for assigned grade level(s). Develop curricula and teach subjects, including but not limited to: reading, language arts, social studies, mathematics, and science., • Follow the absent teacher's written lesson plans. Consult with the Assistant Principal and/or appropriate personnel to resolve questions and/or concerns., • Maintain a supportive classroom environment following the structures in place to support students, e.g. Morning Meetings, Brain Smart Start, and restorative circles., • Implement effective classroom management procedures. Maintain high standards and uphold the student code of conduct., • Vary instructional techniques to address individual learning styles and stimulate student interest., • Communicate academic and behavioral objectives to parents, • Supervise non-classroom duties as assigned., • Work cooperatively with other teachers., • Supervise students in and out of classroom activities during the assigned working day., • Consult with the teaching team and teaching team partner on effective methods of classroom management., • Implement the school wide culture system in the classroom along with the discipline policy to effectively handle student behaviors., • Perform other specific job related duties as requested.Qualifications:, • Bachelor's degree required. Bachelor's or Master's degree in education preferred., • Native-level proficiency in Mandarin Chinese is strongly preferred, • 1 year of experience as a classroom teacher preferred. Early childhood and/or elementary experience with 2+ years preferred., • Familiarity with IB Primary Years Program framework and inquiry-based teaching methods preferred.Terms of Employment: 10 Months Physical Demands: The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall: • Use physical strength to lift, move, carry, pull or push equipment and/or student(s)., • Sit, stand, walk, and run for required periods of time., • Speak and hear., • Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision., • Communicate effectively in English, using proper grammar and vocabulary., • Exposure to a variety of childhood and adult diseases and illnesses., • Occasional exposure to a variety of weather conditions., • Exposure to heated/air-conditioned and ventilated facilities., • Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment., • Function in a workplace with a high level of noises at times.* Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

Job DescriptionSalary: $18.50 / Per Hour Schedule:Varied; as-need, part-time Reports to: School Substitute Planner Bridges seeks to hire a school substitute to support our school program in the absence of the classroom teacher or assistant teacher. A Bridges PCS Substitute Teacher works to ensure that students are able to learn subject matter and/or skills that are required for scheduled lessons and to provide meaningful instruction for assigned classrooms. Substitutes will be working in the school building in person. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity, • Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a Substitute Teacher you will be responsible for... • Reporting to Substitute Planner at beginning of school day to pick up required materials/schedule of classes and at the end of the school day to return materials. Follows sign in and out procedures as prescribed by the Principal., • Carrying out a program of study prescribed in the lesson plans left by the classroom teacher or following the lead of the classroom teacher is substituting for positions such as Dedicated Aide or Teacher Assistant. In the absence of a lead teacher, the substitute would be responsible for following the lead of the classroom teacher assistant., • Support in creating a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students., • Support in guiding the learning process toward the achievement of curriculum goals and objectives as indicated in the lesson plans for the lessons, units, or projects assigned., • Employ instructional methods and materials that are most appropriate for meeting lesson objectives., • Maintain a neat and orderly classroom. Straightens chairs, tables, clear chalkboard, etc., • Takes attendance in accordance with school procedures (if requested), • Indicate to students at beginning of class the basic expectations for behavior in the class in accordance with school policies and expectations., • Ensure that the students are never left unattended in the classroom., • May perform duties usually required of absent teacher such as lunchroom duty, hall monitoring, recess duty, etc., • Knows emergency evacuation routes for the classrooms assigned., • Knows procedures for referring students who are disciplinary problems., • Adhering to the 8:00 a.m.-4:00 p.m. work day, • Regularly attends work and adheres to all attendance policies., • Be on time for classes, duties, team meetings, and professional development activities., • May perform duties usually required of absent teacher, such as lunchroom duty, hall monitoring, recess duty, etc. Communicate about and plan for absences in advance with teaching teams and the Principal., • Participate in Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • Other professional duties as assigned. SCHOOL CULTURE • Create and maintain a physically and emotionally safe environment for students., • Communicate respectfully with students, staff, and families at all times., • Model, practice, and discuss respectful, unbiased, and effective communication with students., • Other school culture expectations as assigned. QUALIFICATIONS The ideal candidate will: • Have one of the following levels of education: a high school diploma or GED, college-level course work, or a degree preferred, • Demonstrate an understanding of instructional strategies for students ages PK3-5th, • Be a strong classroom manager., • Demonstrate oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their own learning., • Have a passion for urban public schools., • Adhere to a high level of professional and ethical standards. SALARY & Benefits This position pays an hourly rate of $18.50 per hour. In addition to your hourly pay, which is paid on a bi-weekly schedule, you are eligible for the following: DC Sick Leave: You will receive 1 hour of DC Sick time for every 37 hours worked. This position is not eligible for Bridges benefits. To ensure safety for all students, all staff members will be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees. Bridges is an equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.

Job Description Job Details Department Overview The U.S. Department of State (DOS), Bureau of the Comptroller Global Financial Services (CGFS), Charleston, SC has a requirement for USAID Financial Management Trainer on the Global Customer Support and Training (GCST) Global Training Team. The Global Training Team provides training for Locally Employed and Domestic Staff with formal courses and customized training of core competencies required in the State Department overseas and domestic financial management operations. This position functions as a primary instructor and a secondary instructional course designer. Duties require the incumbent to administer course material to various formats to accommodate all learning types ensuring course material and training is current with changing software and government regulations. The contractor shall perform these services under a Department of State, CGFS Global Training Coordinator. Minimum Requirements • Senior level, specialized experience of large financial management/accounting systems in size, scope and complexity to DoS systems, • Knowledge of USAID proprietary software products known as Phoenix, PhoenixViewer, the Global Acquisition and Assistance System (GLAAS), Agency Secure Image & Storage Tracking (ASIST)., • Experience and expertise with design and development of instructor-led learning methods to enhance the learning experience and to transform existing or new content into effective self-learning and /or blended learning resources., • Must be able to communicate effectively in English; facilitate learning in a classroom or virtual environment where English is a second language., • Federal accounting and financial management policies, practices, reporting, and operations is desirable and may be substituted for the above technical experience and/or education, • This position may require up to 50% domestic and international travel. Preferred Skills, but not Required • Prior USAID experience specifically with USAID Financial Management Training, • Strong, facilitation skills, curriculum development methodologies experience in financial systems learning programs., • Experience with Learning Management Systems and authoring tools as well as facilitating training and/or educational programs., • Experience with collaborative tools and authoring technologies such as: Captivate, Articulate, Vyond, and video production/editing software, • Ability to work independently and in a team environment; work on several projects simultaneously; Exceptional time management and prioritization abilities., • Develop, communicate, and implement cost-effective solutions to the Department’s requirements, • Superior verbal and written communication and organizational skills, • Dependability and punctuality, • Provide remote or onsite formal and informal training for courses related to the functional delivery of financial management software products for Phoenix, PhoenixViewer, GLAAS, and ASIST. These interconnected platforms support the full lifecycle of finance, acquisition, and records management at USAID as StateInsight consolidates data from existing platforms and together., • Assist in designing, developing, and delivering formal and informal training to include the following tasks:, • Design and development of training documentation, teaching aides, and presentations for financial software implemented at domestic or overseas locations to include the development of syllabuses, classroom handouts, classroom exercises, answer keys, and training databases, • Independently edit, modify, and update training documentation based on periodic changes to all regulations (semiannual, biannual, and annually - depending on the course), based on guidance from the CGFS GCST Leadership Team. Additional feedback for updates to training materials can come from co-instructors, students, and colleagues., • Collaborate with co-trainers and incorporate appropriate changes in current training materials and in future releases, • Assist in developing new online accessible training materials and courses using new technologies such as podcasts, web-based seminars, computer-based- learning (CBL) modules, and software simulation programs, • Manage course evaluations assessing overall effectiveness through data analysis., • Ensure accurate documentation according to rules, styles, and templates to meet established training guidelines., • Collaborates with counterparts in regional and functional bureaus to best meet the financial management training needs of staff worldwide., • Assist with the development of new training aids as applicable, • Assist other members of the team as needed to successfully implement and train each post, • Support CGFS ISO-9001 activities as needed All contractors supporting this Department must be able to either possess or obtain a security clearance of “MRPT or Secret”. Important note to consider: A Secret Clearance will open a lot of other doors for your career in the Government to include possibilities of being hired directly. Work Schedule • The employee will work an 8-hour shift, Monday – Friday, between the hours of 6:00 am to 6:00 pm with a non-compensated 45-minute lunch (See your Assistant Project Manager for work schedule and department policies). Additional hours may be required and must be authorized by your Project Manager and DoS Leadership. This is a 100% on-site position located in either Charleston, SC or Arlington, VA., • Additional hours may be required and must be authorized by your Project Manager or DoS Management, Often the work requires shifts outside of CGFS core hours to accommodate working with other time zones (this team services the world vs a region), • International and domestic travel may be required for onsite training for approximately 50% of the year. Software Systems Utilized • USAID Proprietary Systems: GLAAS, Phoenix, StateInsight and ASIST, • GFMS, • Regional Financial Management System (RFMS) Momentum & Cashiering, • WebGELS, • Global Business Intelligence (GBI)/WebI, • E2 Solutions, • Compliance and Identity Management System (CIMS) Admin, • ServiceNow, • Secure File Transfer System (SHIFTS), • GFS Knowledge Base (KB), • Adobe Acrobat, • Microsoft O365 Suite (PowerPoint, SharePoint, Word, Excel, Teams, Stream)

Job DescriptionJob Title: Substitute Teacher Department: Education FLSA Status: Part-Time (0-20 hours per week) Reports to: Early Years and Elementary Campus Principals Work Schedule: 8am - 4pm, Monday-Friday Compensation: $25/hour Company Overview: The Washington Yu Ying Public Charter School is a leader in Chinese Immersion education, achieving high levels of academic and organizational success. Our diverse and inclusive community reaches far beyond the walls of our building. Here at Yu Ying our teachers, staff and families are collaborators, who together, are raising the next generation of culturally fluent and well-rounded global citizens. Position Overview: The In-house Substitute Teacher carries out regular teacher's lesson plans while the regular teacher is absent. During a prolonged absence of the regular teacher, the In-house Substitute Teacher is responsible for performing all essential functions identified in the absent teacher's job description. The In-house Substitute Teacher will also comply with other school operation procedures accordingly and may take on additional responsibilities as requested by the school. Essential Responsibilities: • Serve as classroom teacher for assigned grade level(s). Develop curricula and teach subjects, including but not limited to: reading, language arts, social studies, mathematics, and science., • Follow the absent teacher's written lesson plans. Consult with the Assistant Principal and/or appropriate personnel to resolve questions and/or concerns., • Maintain a supportive classroom environment following the structures in place to support students, e.g. Morning Meetings, Brain Smart Start, and restorative circles., • Implement effective classroom management procedures. Maintain high standards and uphold the student code of conduct., • Vary instructional techniques to address individual learning styles and stimulate student interest., • Communicate academic and behavioral objectives to parents, • Supervise non-classroom duties as assigned., • Work cooperatively with other teachers., • Supervise students in and out of classroom activities during the assigned working day., • Consult with the teaching team and teaching team partner on effective methods of classroom management., • Implement the school wide culture system in the classroom along with the discipline policy to effectively handle student behaviors., • Perform other specific job related duties as requested.Qualifications:, • Bachelor's degree required. Bachelor's or Master's degree in education preferred., • 1 year of experience as a classroom teacher preferred. Early childhood and/or elementary experience with 2+ years preferred., • Familiarity with IB Primary Years Program framework and inquiry-based teaching methods preferred.Terms of Employment: 10 Months Physical Demands: The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall: • Use physical strength to lift, move, carry, pull or push equipment and/or student(s)., • Sit, stand, walk, and run for required periods of time., • Speak and hear., • Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision., • Communicate effectively in English, using proper grammar and vocabulary., • Exposure to a variety of childhood and adult diseases and illnesses., • Occasional exposure to a variety of weather conditions., • Exposure to heated/air-conditioned and ventilated facilities., • Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment., • Function in a workplace with a high level of noises at times.* Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

Job DescriptionSalary: POSITION: Full-Time Substitute Teacher REPORTS TO: Assistant Principal Bridges is seeking an enthusiastic Full-Time Substitute Teacherwho will deliver instruction, manage the classroom environment, and promote student learning in the absence of the regular classroom teacher. This role requires adaptability, effective communication, and a commitment to maintaining a positive educational environment. Itis a 10-month position. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity We are seeking passionate educators to build an inclusive PK-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges Graduate • Is a unique and independent individual who is prepared to pave their own path., • Self-advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals., • Implement lesson plans that the absent teacher provides or create appropriate instructional plans when necessary., • Utilize effective teaching strategies to engage students in learning activities., • Maintain a positive, safe, and inclusive classroom environment., • Implement effective classroom management techniques to promote student engagement and discipline., • Supervise students during classroom activities, transitions, lunch, and recess as assigned., • Ensure the safety and well-being of students at all times., • Communicate effectively with students, staff, and administrators., • Provide feedback to the regular classroom teacher regarding student performance and behavior., • Demonstrate professionalism in all interactions with students, staff, and parents., • Maintain confidentiality of student information per school policies and legal requirements., • Contribute productively to the school as a whole., • Attend and participate in school events outside of regular school hours., • Adhering to the 8:00 a.m.-4:00 p.m. work day, • Regularly attends work and adheres to all attendance policies., • Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal., • Participate in weekly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • Associates Degree or equivalent college credit hours from an accredited institution is required. Bachelors degree preferred., • Prior teaching or substitute experience in elementary and special education preferred., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Demonstrate strong skills in partnering with families., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their own learning., • Have excellent time-management skills, attention to detail, and the ability to work independently., • Have a passion for urban public schools., • Adhere to a high level of professional and ethical standards., • Strong knowledge in core academic subjects; proficiency in integrating technology into instruction., • Excellent communication and interpersonal skills. Salary range is $40,000 - $50,000 per 10-month contract Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Job DescriptionDescription: The Organization Maya empowers opportunity and justice-involved youth to transform the trajectory of their lives. We do this by engaging each of our scholars in a restorative, relevant school experience that prioritizes personalized academic support, well-being, and preparation for the post-Maya pathway of their choice. With an education in our network of schools, our scholars will do more than succeed – they will thrive! If you would like to learn more about Maya Angelou Schools and See Forever Foundation, please visit Seeforever.org. Site Description The Youth Services Center (YSC) is the District of Columbia’s detention center for male and female youth, responsible for the care and custody of young people placed in secure detention by court order from the DC Superior Court Family Court Division. Position Overview The Student Support Specialist has a critical role in the school by supporting each scholar in achieving their education goals through active support in the classrooms, both academically and behaviorally, in classrooms, on units, and/or in one-on-one tutoring sessions. The Student Support Specialist team will also be the primary onsite substitute teachers as needed. Requirements: Responsibilities Specific responsibilities will include, but not be limited to: • Provide academic support as a classroom assistant during assigned times in the classroom and study hall, • Work with scholars assigned to computer-based classes based on individual student schedule needs, • Assessing individual learning styles and adapting teaching methods to fit, • Support the Instructional Team as a substitute teacher where coverage is needed, • Managing administrative assignments effectively and with a high level of professionalism and integrity, • Participating in internal interdisciplinary team meetings, • Bachelor’s degree in a related field (required) At the Maya Angelou Schools, the key to our success is rooted in building trusting, respectful and nurturing relationships with each other. We strive to create safe spaces for all to be able to reach their limitless potential. We are at our best when we work together to ensure the unique needs of our community are met. We empower each other to grow successfully so we can see forever! This is how we live the Maya Way, even when no one is watching. Salary and Benefits Maya Angelou Schools and See Forever Foundation salaries are comparable to those of other public charter schools in the District of Columbia area. In addition, we offer a robust benefits plan, including health care coverage, HSA/FSA and dependent care accounts, voluntary dental and vision, employer-paid short-term and long-term disability options, commuter benefits, a 401k retirement savings plan with employer contribution offered after 1 year of service, along with the opportunity to positively impact students with a broad range of experiences and backgrounds. See Forever is an equal-opportunity employer. We believe a diverse staff is a better, more effective staff. Salary Range $55,000.00 - $65,000.00

Job Description BASIS DC is seeking qualified candidates for a Special Education Instructional Assistant to start ASAP! BASIS Ed offers an incredible opportunity to be deeply involved in an academic community that is dynamic, exciting and unpredictable. You'll join others in a highly social, supportive and collaborative environment. Required Qualifications: • A high school diploma, • Experience working with children, especially children with special needs such as EBD/Autism support or behavior issues, • Experience with teaching and/or tutoring, • Understanding of behavior support/modification, • Work 1 on 1 with a child, with special needs such as EBD/Autism support or behavior issues, • Work with students with special needs in general education settings (classrooms, halls, lunchroom, playground, etc.) one on one or in small groups, • Assist student with staying on task during classwork and class activities, • Encourage student's social and emotional development, • Reinforce positive behavior, • Liaise with the SPED coordinator, parents and other stakeholders, • Support the learning expert teacher and the subject expert teachers in the classroom, • Maintain confidentiality of student records and progress information, • Ability to assist with adaptive technology, • Enthusiastic about working with students with special needs, • Specializes in autistic support, • Demonstrate knowledge and credibility to parents, students, staff, supervisors, and outside agencies through oral and written communication that is timely, confident, and articulate, • Experience working with children, ability to perform tasks with precision (attention to detail, adherence to timelines), • Excellent organizational skills and facility with office technology, • Salary for this position is competitive and dependent on education and experience, • BASIS Ed offers a comprehensive benefits package, including but not limited to:, • Employer paid medical and dental insurance, • Vision insurance, • PTO, • Ability to add dependents, • 401k with partial match that grows over time, • Employee Assistance Program Reasonable Accommodations Statement To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Notice of Non-Discrimination: In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990, the Boy Scouts of America Equal Access Act and applicable state law, BASIS* does not discriminate on the basis of actual or perceived race, color, religion, national origin, sex, age, disability, gender identity or expression, or any other classification protected by law in any of its business activities, including its educational programs and activities which comply fully with the requirements of state and federal law and Title IX. The following person has been designated to handle inquiries regarding BASIS’ non-discrimination policies: Beverly Traver, Compliance and Equity Investigator, BASIS Educational Group, LLC., 7975 N. Hayden Rd, Scottsdale, AZ 85258, (480) 289-2088. *As used in this policy, the term "BASIS" refers to: BASIS Educational Group, LLC, BASIS Charter Schools, Inc., BTX Schools, Inc., BDC, A Public School, Inc., BBR Schools, Inc., and all affiliated entities. Qualified candidates must comply with the COVID-19 vaccination and mitigation requirements for individuals working in public charter schools pursuant to Mayor’s Order 2021-109, including being vaccinated against COVID-19 or obtaining a medical or religious exemption prior to their start date.

Job DescriptionSalary: Salary starts at $59,995 - $82,217 and will be commensurate with degree and years of experience Job Opportunity: Primary Guide Location: Washington, DC Department: Academics Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2025 Reports to: Principal Compensation: Salary starts at $59,995 - $82,217 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Under the direction of the Principal and the Assistant Principal, the Primary Guide plans and provides appropriate learning experiences for students. They prepare a structured, student-centered, high-fidelity Montessori learning environment conducive to all children's intellectual, physical, social, and emotional development. As a public school, our diverse population of students must have equitable access to instruction, social-emotional support, and opportunities for self-development. The Primary Guide plays a central role in creating a prepared environment in which this is possible. Essential Functions and Responsibilities: The Primary Guide is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Plan, implement and coordinate the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Follow required procedures and practices and monitor appropriate use and care of equipment, materials and facilities, • Attend weekly coaching meetings, level meetings, and PD sessions, • Train classroom team to help maintain consistent standards, freedoms, and limits for children through use of the Montessori method, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building, • Observe student activity and base weekly lesson planning on observed needs and interests, • Work within the Montessori pedagogical scheme to develop weekly instructional plans to meet the needs of all students, • Maintain accurate and up-to-date records for all students using Transparent Classroom, • Monitor and evaluate student development and outcomes, • Prepare and present progress reports on all students, • In collaboration with the Principal and Assitant Principal, prepare, administer and reflect on formative and summative assessments, • Communicate effectively with students to ensure instruction and holistic development, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families to help them understand the details and implementation of the Montessori approach (including newsletters, phone calls, etc. as directed by Assitant Principal), • Lead classroom team in working together to implement high-fidelity Montessori programming, through: conducting weekly classroom team meetings, collaborating with classroom team to draft a plan to manage varied student needs including behavior challenges, and creating weekly and daily cleaning/ sanitizing schedule with classroom team to maintain the prepared environment., • Must participate and contribute to IEP, eligibility meetings, Child Study Tier 1-3, and 504 plans, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Supervise Montessori and classroom assistants, • Attend and participate in school events outside of regular school hours, not limited to conferences, Lesson Share Day, etc., • Have a firm commitment to Montessori pedagogy and implementation, and upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Excellent interpersonal skills and ability to build meaningful relationships., • Excellent verbal and written skills., • Excellent organization skills and attention to detail., • Time management skills (such as punctuality, timeliness, the time management skills to complete lesson plans, reports, record-keeping, assessments, emails, newsletters, and data collection in a timely manner)., • Fulfill duties in accordance with the Primary Guide appraisal, • Openness to feedback, desire to continue development as a professional, and willingness to take responsibility for student outcomes and the classroom team., • Enthusiasm and commitment to our vision and mission, • Fluency in a language other than English is a plus, • Creative, energetic, and nurturing personality Education and Experience: • Bachelors degree in applicable field required, • AMI or AMS Montessori Primary diploma required, • Montessori classroom teaching experience, preferably in a public school setting, • Experience collaborating and working as a teacher, • Experience utilizing classroom modifications to develop the full potential of each child, • Experience with families from diverse backgrounds We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • Health, dental, vision, • Retirement (Vanguard Retirement) Breakthrough Montessori PCS is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description Advanced Technical Center (ATC) Ward 8 Instructional Specialist Salary Range: 75,000 to 85,000 (Annually) Salary ranges and salary determination is based on experience & qualifications Trinity Washington University seeks a dynamic Instructional Specialists at Trinity Washington University to provide essential instructional leadership in the delivery of foundational coursework in reading and writing, mathematics, and science education. This open position is for an instructional specialist teaching courses, starting with the Winter Term 2026 course, in the Healthcare Program of Study within the Advanced Technical Center (ATC), a high school dual enrollment program in the College of Arts & Sciences. Courses include: Fall 2025 (Term 1, Aug 19 – Oct 10, Term 2, Oct 14 – Dec 13) Term 1 – PSYC 101: Introductory Psychology (3 credits) Term 2 – HPNU 120: Medical terminology (1 credit) Winter 2026 (Jan 2 – Jan 17) Pre-A & P NSCM 100: Pre-Science Skills Lab (1 credit) Spring 2026 (Jan 20 – May 1) BIOL 121: Human Anatomy & Physiology I (4 credits) May Term 2026 (May 18 – June 6) SNHP 220: Health Promotion, Policy and Politics (3 credits) The ATC Instructional Specialist will teach these courses between 8:00am and 3:00pm at the ATC’s Whitman Walker Max Robinson Center: 1201 Sycamore Dr, SE WDC 20032. Specialist appointments are full-time, and is an all year around (12-month) professional staff position. ATC classes are held five days a week in a lecture/lab format. The Advanced Technical Center is a partnership with the Office of the State Superintendent of Education (OSSE) to provide DC high school students with the opportunity to complete dual enrollment pathways in Career and Technical Education and earn industry recognized credentials for entry-level career opportunities as a Clinical Medical Assistant or Emergency Medical Technician. As integral members of the CAS educator team, Specialists focus on enhancing Trinity’s first-year academic experience, dual enrollment programs and meeting ambitious benchmarks for student learning, retention, and success. The incumbent will work closely with OSSE’s ATC leadership team while reporting to Trinity’s Dean of the College of Arts & Sciences. The ATC Instructional Specialist will support the CAS dual enrollment students, with a regular course load of three classes a term, as well as participate in summer training opportunities. Responsibilities of the position include offering active and engaged instruction and significant hands-on learning experiences tailored to the needs of the ATC student population; designing and delivering supplemental instruction for students needing additional support; playing an active role in instructional faculty development; and assessing both student proficiency and student learning outcomes, using results to improve student placement and retention and continuously improving instruction. Qualifications: Successful candidates should have earned at least a Master’s degree in the relevant field or Education from an accredited institution and be able to demonstrate strong teaching skills. Previous undergraduate or high school teaching experience required. Preference will be given to candidates with experience teaching dual enrollment students, and who demonstrate excellence with engaged and active learning practices. Candidates must also demonstrate familiarity with instructional technologies used in health sciences education. This includes hands-on experience with the Anatomage Table for teaching human anatomy and physiology, as well as other relevant technologies such as digital microscopy platforms, simulation mannequins, virtual dissection software, and electronic health record (EHR) training systems. The ability to integrate these technologies into an active and engaging instructional environment is essential for this role. The specific responsibilities of the position include: • Teaching three sections of each health science course per term in Trinity’s ATC Dual Enrollment Program;, • Maintaining regular availability outside of class in offices hours, as well as any necessary supplemental instruction, tutoring, mentoring, and other forms of student-centered support;, • Compiling and analyzing course assessment data to develop instructional interventions and collaborating with ATC and CAS administrative teams as needed;, • Supporting work-based learning activities and serving as an advisor to the ATC’s HOSA health science student chapter and related meetings and competitions;, • Attending weekly faculty meetings with ATC leadership, either in a face-to-face or virtual format;, • Participate in all professional development; including multi-day (3 to 4 days) ATC Summer Instructor Institute; regular meetings with ATC instructional coach, and quarterly professional development days to prepare for the instruction of high school students;, • Managing course and lab requirements and submitting supply requests as needed;, • Updating gradebooks weekly and aligned to ATC grading policies as outlined in the SY 2025-26 instructional partner handbook;, • Recording attendance daily in alignment with ATC attendance policies as outlined in the SY 2025-26 instructional partner handbook;, • Adhering to and enforcing the ATC discipline policies as outlined in the SY 2025-26 instructional partner handbook;, • Preparing substitute plans when unable to teach. The successful candidate will have a track record of excellent teaching: demonstrated ability to connect with high school students; documented examples of curriculum development and assessment; and knowledge of current and successful foundational education teaching and learning strategies. Preference will be given to candidates who demonstrate excellence with engaged and active learning practices with high school students and a focus on Health Science Pedagogy. When applying, please submit a Cover Letter and CV. Please be prepared to (a) deliver a sample teaching demo session and (b) present transcripts upon final interview. Trinity offers comprehensive and competitive benefits to full-time employees to include Health, Dental & Vision insurance, Employer Paid Life and Disability benefits, 403(b) Retirement plan with employer match up to 6%, Paid Family Leave, Trinity Center Membership Free to all employees to include full size pool, walking track, weight & Cardio equipment, Free campus parking, Free Shuttle bus between campus & Brookland Metro station and more. Trinity is dedicated to the achievement of excellence and diversity among its students, faculty and staff. Trinity is committed to fostering a diverse and inclusive community and strongly encourages all qualified individuals to apply.

Job Description Physical Therapy Assistant Ft. Belvoir, VA Position Duties and Responsibilities: • Implements progressive treatment plans for patients utilizing the full range of physical therapy modalities and therapeutic treatment techniques for inpatient and outpatient populations. Extensive use of problem solving, professional judgment, patient/family education, professional interactions, careful observation, and advanced orthopedic treatment skills are required. Primary diagnosis includes a wide variety of inpatient and outpatient orthopedic conditions such as sprains, strains, overuse injuries, arthritis, spinal pain and fractures. Post-surgical orthopedics include; ligament reconstruction, soft tissue surgery, surgical fixation of fractures, and joint replacement. Additional diagnosis include: chronic pain, Parkinson, Multiple Sclerosis, reconditioning, poor balance, burns, chronic wounds, and Myocardial Infarction., • Assist with the evaluation of patients’ functional status, response to treatment and progression on a recurring basis using accepted subjective and objective measurement techniques to appropriately implemented and progress the treatment plan. Documents this information per clinic standard operating procedure in progress notes, and relays pertinent data during staff meetings and directly with Physical Therapist. Reports changes in patient status, unexpected responses to treatment, and lack of functional progression to Physical Therapist., • Makes recommendations and utilizes a broad spectrum of physical therapy modalities to include heat, cold, hydrotherapy, ultrasound, paraffin baths, electrotherapy, massage, and diathermy. Additionally, the Physical Therapist Assistant will utilize and apply gait training, therapeutic exercise techniques, transfer procedures and patient education in a progressive treatment plan designed to restore or maintain range of motion, strength, endurance, coordination, neuromuscular control, reduce inflammation, swelling and muscle spasm to promote healing, relieve pain and maximize functional outcomes and patient independence., • Assists in teaching patients, family members and others in an individual or group format on a broad spectrum of physical therapy related topics to include therapeutic exercises, techniques to reduce joint and soft tissue stress (joint sparring), appropriate body mechanics, fitness and exercise recommendations, injury prevention, healthy living and promotion of wellness., • Consults with numerous members of the health care team on issues of patient function, physical therapy indications and response to physical therapy treatments. Interacts with clinic and hospital staff in a timely, articulate and professional manner that facilitates communications between professional staff, patients and referring departments and clinics. Team members include Physicians, Physician Assistants, Nurse Practitioners, and Occupational Therapists, Nursing staff, Discharge Planners, Case Managers, and allied health professionals., • Participates in staff meetings and assist in conducting in-service education programs for peers, subordinates and other health care providers by presenting sound, researched based methods of physical therapy treatment programs. Assists supervisor relative to patient care, patient education, safety, infection control, supply and equipment, and other administrative issues. Participates in instructional programs as directed to include orientation of new staff and students., • Maintain proper medical records IAW facility’s standard documentation procedures and AR 40-66. Documentation will be performed in a timely, accurate and legible manner. Prepare clinical, patient management, administrative and performance improvement reports as required. Minimum Qualifications: • Graduate of a physical therapist assistant associate degree program accredited by the Commission on Accreditation in Physical Therapy Education, American Physical Therapy Association or be a graduate of the US Army Medical Department Center and School’s Therapy Technician program., • Shall possess current certification in basic cardiac life support (BCLS)., • Minimum of two (2) years current experience with a minimum of 50% of those hours treating Orthopedic and Sports Medicine conditions in an outpatient setting. Current experience is defined as having worked in direct physical therapy patient care within the past five (5) years. Must demonstrate advanced competency in the efficient treatment and exercise progression for a variety of Orthopedic and Sports Medicine conditions to include sprains, strain, fractures and post-surgical orthopedic conditions., • Possess a valid and current Physical Therapist Assistant state license., • Must be a US Citizen. Potomac Healthcare Solutions offers the following benefits: • Medical Insurance with PPO and HSA Options (United Healthcare), • Dental Insurance (Humana)*, • Vision Insurance (Humana)*, • 401(k) with Employer Match, • Health Savings Account with Employer Match, • Prescription Drug Program, • Employer Paid Life Insurance and Short-Term Disability (Mutual of Omaha)*, • Voluntary Life Insurance and Long-Term Disability (Mutual of Omaha)*, • Relocation Assistance, • 10 Days Paid Time Off, • 11 Federal Holidays, • Continuing Education Assistance/License Reimbursement, • Employee Assistance Program, • Wellness Incentives and More NOTE: *Effective the 1st day of the month following start date About Potomac Healthcare Solutions: Potomac Healthcare Solutions is an award-winning, dynamic, and rapidly growing healthcare services company with a proven background in providing world-class health services for both government and commercial organizations. We are actively recruiting skilled, caring practitioners to support our rapidly growing program base and supported healthcare facilities. If you would like to be a part of a quality-driven organization and make a difference, we would like to talk to you! If you do not find interest in this opportunity but know of someone who may, we kindly ask that you refer the individual to Potomac Healthcare Solutions by forwarding this job posting. Potomac Healthcare Solutions, LLC is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, pregnancy, genetic information, disability, status as a protected veteran, or any other protected category under applicable federal, state, and local laws. #pr1

Job DescriptionLocation: Washington, DC 20017Date Posted: 09/30/2025Category: Education K12Education: High School Diploma/GED Delta-T Group connects professionals with client opportunities within the special education, social service, behavioral health, and disability sectors. With over 35 years in business, we have built a reputation for referring highly qualified professionals for rewarding short and long-term contract opportunities. Our client is seeking an Instructional Assistant in the Educational field, with at least 6 months of experience working with children, to work in schools in the Northern, VA area. SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY • Develop and deliver curriculum founded on the center's philosophies following childcare regulations and national standards., • Create positive learning environments including resources based on child directed learning., • Develop strategies to guide positive children's behavior., • Ensure the learning environment is clean, hygienic and safe., • Help develop teaching goals for the center and its teachers., • Assist the Academic Teacher in meeting academic and vocational goals through planned, structured instruction directed by the teacher., • Provide support to improve skills in the communication, physical abilities, social-emotional domains and self-care domains., • Ensures medications are delivered accurately and on time., • Follows infection control procedures., • Uses the individual plan to become informed about the clients' strengths, needs, preferences, interests, and accommodations as needed., • Communicates appropriately with stake holders - other employees, supervisors and managers. CLIENT'S AVAILABLE HOURS • Mon- Fri Schedule available, • 7:50am-3:50p M-T & 7:50a-1:00p F, • Immediate Start, • Compensation Range $17.50/hr. & Up REQUIRED SKILLS AND EXPERIENCE • Six months experience working with a diverse student population & children w/intellectual & behavioral disabilities, • Minimum of a High School Diploma/GED, • Great team player with solid time management skills or ability, • Ability to complete and pass a State Criminal Background Check and State Child Abuse Background Check DTG ADVANTAGES • Establish a relationship with one of the nation's largest referral agencies for behavioral-health., • Compensation processed weekly., • Increase or decrease your schedule at your discretion: choose opportunities that best fit your schedule., • Accessibility to grow professionally., • Access to a broad array of client opportunities. DTG'S COMPANY MISSION Delta-T Group's mission is to provide cost-effective, reliable referrals, and innovative referral solutions, for the social services, behavioral health, allied health and special education fields, for the betterment of independent behavioral health professionals seeking new opportunities and those needing care and support. Title: Instructional AideClass: Education Type: INDEPENDENT CONTRACTOR 1099Ref. No.: 1294310-14BC: #DTG158 Company: Delta-T Group Virginia, Inc.Contract Contact: Contract Submit Edu VAOffice Email: Phone: 800-533-8180Office Address: 1952 Gallows Road, Suite 100, Vienna, VA 22182 About Us: Each Delta-T Group office is separately incorporated. Delta-T Group is a referral service for self-employed independent contractors seeking behavioral healthcare education and social service supplemental marketplace opportunities. Delta-T cannot guarantee any number or duration of referrals or opportunities as a result of your registration. When and if opportunities become available, you may accept or decline such referrals at your sole discretion.

Job Description Position: Montessori Elementary Assistant Location: Washington, DC 20012 Position Type: Full-time Reports to: Montessori Guide/Principal Position Summary: Under the direction of the Principal and Montessori Guide, the Montessori Elementary Assistant works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. Essential Functions and Responsibilities: The Montessori Elementary Assistant is a 10-month position. Typical working hours are Monday 8:00 am-4:30 pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job Description Position: Montessori Elementary Assistant Location: Washington, DC 20012 Position Type: Full-time Reports to: Montessori Guide/Principal Position Summary: Under the direction of the Principal and Montessori Guide, the Montessori Elementary Assistant works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. Essential Functions and Responsibilities: The Montessori Elementary Assistant is a 10-month position. Typical working hours are Monday 8:00 am-4:30 pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job DescriptionSalary: $28K to $38K Position: Dedicated Aide Supervisor: Founding Special Education Coordinator Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: Global Citizens is seeking a passionate Dedicated Aide to support students with special needs in our inclusion classrooms. The Dedicated Aide will assist with specialized instruction and related services for students in grades Pre-K3 Grade 2. The types of students with special needs who have Dedicated Aides assigned to them include: students with autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Dedicated Aide Job Description Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Principal and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement Support a Student with Special Needs throughout the School Day • Assist the student with participating in lessons, daily activities, and assessments, • Support the student with daily living activities (e.g. eating and toileting,) as needed, • Facilitate independent work with materials in the inclusion environment, • Teach lessons under the direction of the lead teacher and the special education teacher in the resource room, • Implement prescribed behavioral strategies and positive behavior support in all settings, • Accompany and assist students during related service sessions (speech therapy, occupational therapy, etc)., • Collaborate with the Lead Teacher and the Special Education Coordinators in the planning and management of lessons and work that the student will be done independently and with support, • Provide regular communication about students development to the lead teacher, • Collaborate with the Special Education Coordinator and the Applied Behavioral Analysis (ABA) provider to implement ABA within the classroom setting. This includes planning for: classroom environment, natural environment teaching, instruction, discrete trial instruction, behavior management strategies, and reinforcement systems, • Participate in all training related to data collection and assessment, • Gather written observations for Teaching Strategies GOLD (and any other assessments) as requested by the lead teacher, • Discuss observations with the lead teacher, other teaching staff, and the Special Education Coordinator, • Regularly collect data to track students progress in program areas: curriculum and IEP, • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations, • Collaborate with the Lead Teacher, special education service providers (speech, physical therapist,occupational therapist), ELL teacher and other Assistant Teachers to address student needs in the classroom, • Contribute productively to the school as a whole, • Attend and participate in school events outside of regular school hours, • Possess a minimum of a High School Diploma (an Associates degree or Bachelors degree preferred), • At least two years of classroom experience, preferably in a public school or urban setting, • Willingness to take Behavior Technician and Crisis Prevention and Intervention (CPI) training, • At least three years of combined experience as a teacher preferred, • Meet state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree or a Masters degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written), • ABA and RBT experience recommended, but not required Compensation Salary is competitive and based on education and professional experience, and ranges from $28K to $38K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

Job DescriptionSalary: $32,400 - $48,555 per year, based on experience Position Summary The Dedicated Aide provides support to students with disabilities to help them achieve their Individualized Education Program (IEP) goals and objectives and promote maximum independence within the least restrictive environment (LRE). The role involves implementing specific strategies and interventions outlined in the student's IEP, Behavior Intervention Plan, and Fade Plan, while consistently working towards fostering independence and reducing reliance on one-to-one assistance. Student Support and Independence: • Provide individualized support to students with disabilities to help them progress towards their IEP goals and objectives., • Implement strategies to encourage, promote, and maximize student independence., • Utilize techniques to promote independence and fading of support, such as observing before assisting, giving extra processing time, using least intrusive prompts (gestural, non-verbal, verbal, model, light physical, hand over hand), and praising independent attempts., • Direct students to answer to the teacher to encourage teacher engagement., • Work to fade assistance as outlined in the student's Dedicated Aide Fade Plan., • Provide services as explicitly described in the student's IEP, focusing on behavioral concerns, instructional needs, and/or medical needs., • Implement positive behavioral intervention plans (BIP) and de-escalation strategies as needed., • Collaborate with the classroom guide and case manager to evaluate student progress., • Communicate student progress and any concerns to the case manager and/or Campus Director of Special Education., • Adhere to DCPS policies and procedures for the timely implementation of Dedicated Aide support., • Supervise student(s) to ensure safety during transitions and activities., • Fulfill supervision responsibilities for another student if the assigned student is absent., • Provide supervision and enriching activities during non-academic times including lunch, recess, and other duties, as assigned., • Record and consistently communicate about students development outside of the classroom., • Participate in and contribute to all family conferencing conversations and mandatory school events., • Attend and contribute to all employee training sessions, supervision meetings, and staff meetings., • Regularly read all organizational and campus-specific communications, responding when necessary. Required Skills/Abilities • Ability to follow adult directions and prompts., • Understanding and ability to implement positive behavioral intervention plans., • Ability to work effectively with students with varying needs and disabilities in diverse settings., • Knowledge of and commitment to fostering student independence and self-advocacy., • Ability to communicate clearly and appropriately., • Ability to work collaboratively as part of a team., • High school diploma or equivalent., • Previous experience as a teachers assistant is preferred, • Registered Behavior Technician or ParaPro certification is a plus., • Prolonged periods of standing and walking throughout the classroom and outdoor spaces., • Must be able to lift up to 45 pounds at a time., • Must be able to sit and stand on the floor throughout the day, and bend, kneel, or squat to be at eye level with children.

Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students. The Special Education Teacher develops special education students' success in academics, interpersonal sk

Special Education Life Skills Instructional Assistant. Special Education Life Skills Instructional Assistant. Help meet physical and instructional needs of individual students with disabilities inside and outside the classroom.

Job Description Are you a seasoned Registered Behavior Technician (RBT) seeking the ideal organization to join? We're actively seeking enthusiastic and devoted RBTs to become valued members of our team, contributing your expertise to support our clients in achieving their unique goals. As an accomplished professional in the Applied Behavior Analysis (ABA) field, your skills and dedication align with our dedication to providing excellence to our clients. Perks: Elevate your career with job stability and opportunities for professional advancement in the thriving ABA industry. * Enjoy the flexibility and autonomy you deserve, catering to your schedule and professional preferences. * Receive competitive compensation that reflects your experience. * Ideal for those seeking part-time positions. * Access career advancement assistance through partnerships with BCBA schooling programs. * Benefit from a robust clinical team dedicated to providing the support you deserve. * Fellowship and internship opportunities to accumulate both restricted and unrestricted hours. * Enjoy the freedom to choose your own cases, without a minimum case requirement. * Earn referral bonuses by spreading the word about our opportunities. Responsibilities: * Provide one-on-one ABA services to clients, using evidence-based interventions supporting independence and positive behavior. * Serve as an integral member of our clinical team, responsible for the direct implementation of skill-building and care plans. * Record session data accurately using electronic devices. * Foster a positive learning environment for clients and connect with families. Qualifications: * High school diploma or equivalent. * Willingness to learn and passionate about making a difference for children with Autism. * Patience, compassion, and the ability to maintain a calm demeanor in challenging situations. * RBT certification is required before working Need to Know: * Services will be provided in clients' homes or in community-based locations. * All positions start off part-time. * Looking to hire candidates who are willing to make a 6-month commitment to change our clients lives. Great Fit If You Have Experience In: * Education or early childhood development * Childcare, babysitting, or youth mentorship * Teaching assistant, paraprofessional, or instructional aide roles * After-school programs or camp counseling * Behavioral health, mental health, or social services * ABA therapy or working with individuals with Autism * Healthcare support (DSP, CNA, HHA, PCA, caregiver) * Supporting a neurodiverse family member or loved one Join our team, contribute your skills to our mission, and continue your journey of making a meaningful difference in the lives of children with Autism. Apply today and be a part of our dynamic and fulfilling community!

Job DescriptionPosition: Dedicated AideLocation: Washington, DC 20012Position Type: Full-timeReports to: SPED Coordinator Position Summary: Our partner school seeks dedicated aides for the 2024-25 school year who are dedicated to public Montessori and excited to help shape this transformational school. The dedicated aide assists students, helps them adapt to their classroom environment, and supports their learning to function independently at school. Under the direction of the Special Education Coordinator, and with the support of the Montessori Support Specialists, the dedicated aide uses research-based interventions to support their student’s academic, social-emotional, and behavioral growth. Essential Functions and Responsibilities: The Dedicated Aide is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00 am-4:00 pm. Responsibilities include the following: • Work with up to 4 students simultaneously while in the resource room; work with up to 2 students simultaneously while in the general education setting, • Use the research-based strategies or interventions specified in the student’s IEP, 504, BIP, or other written plan to:, • Academic Support: Implement and document the use of student accommodations and modifications as outlined in the student’s Individualized Education Plan (IEP)., • Academic Support: Encourage and support student participation in scheduled lessons throughout the school day (i.e. individualized, small group, whole group, etc.)., • Social/Emotional Support: monitor/document students’ ability to initiate/respond to social interaction from peers; model appropriate social behavior; model emotional regulation strategies (supported by special education teachers and/or Counselors) and monitor students’ ability to co-regulate., • Behavior Support: Keep the student safe and ensure the student engages in safe behavior with their classmates;, • Engage students in work and ensure that the student follows classroom norms and expectations, • Ability to reteach lessons to students, • Encourage self-discipline, independence, and responsibility, • Participate in professional development provided by the school on Montessori pedagogy, the appropriate use of Montessori classroom materials, and approved modifications of these materials., • Stay with all assigned students at all times, but fall back when the student is engaging appropriately and independently, • Collaborate with classroom Guide and Assistant(s) to fully understand classroom routines; assist students in daily routines of the classroom (including greeting the Guide and transitions between activities in the class)., • Implement any behavior or crisis plans that the student may have, including Behavior Intervention Plans as designed by a BCBA., • Maintain data systems for all assigned students; collect and keep data as requested, including frequency data for behaviors, student activities, etc., • Engage with all students’ related service providers, be present and participate (when appropriate) during the delivery of related services, and provide continuity between classroom interventions and related services., • Communicate effectively and professionally with colleagues, specifically the SPED Teacher and Special Education Coordinator, • Participate in meetings, including:, • Biweekly meetings of the student support team, • Weekly meetings of the classroom team, • IEP meetings (as necessary), • Inter-departmental meetings (as necessary), • All staff meetings, • Assist daily with arrivals, dismissals, and before care, • Assist with classroom setup following dismissal, • Participate in other school functions as requested by the Executive Director, • Other duties, as assigned Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Patience, punctuality, and responsibility, • Team player; experience working with an instructional team, • Excellent communication skills, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Enthusiasm and commitment to our vision and mission Education and Experience: • Experience working with diverse populations of students, parents, and families., • High school diploma or equivalent required; bachelor’s degree preferred, • Previous experience working with young children with behavior and academic challenges, • Previous experience in a Montessori setting preferred, • Experience with families from diverse backgrounds, • Certification in SafetyCare preferred, • Completion of a 40-hour online training course, selected by the school, within a timeframe set by the SPED Coordinator

Job DescriptionSalary: Salary range is $35,000- $58,676 and will be commensurate with degree and years of experience Job Opportunity: Dedicated Aide Location: Washington, DC Department: Student Support Application Deadline: Until filled Expected Start Date of Position: August 2025 Employment Type: Full-time Reports to: SPED Coordinator Compensation: Salary range is $35,000- $58,676 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter School's mission is to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through a strict application of the time-tested Montessori instructional model. We support prevention through early learning, support, and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our school's work. We believe in the unbounded potential of all children. Therefore, we are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Breakthrough Montessori PCS seeks dedicated aides for the 2024-25 school year who are dedicated to public Montessori and excited to help shape this transformational school. The dedicated aide assists a student, helps them adapt to their classroom environment, and supports their learning to function independently at school. Under the direction of the Special Education Coordinator, and with the support of the Montessori Support Specialists, the dedicated aide uses research-based interventions to support their students academic, social-emotional, and behavioral growth. Essential Functions and Responsibilities: The Dedicated Aide is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Work with up to 4 students simultaneously while in the resource room; work with up to 2 students simultaneously while in the general education setting, • Use the research-based strategies or interventions specified in the students IEP, 504, BIP or other written plan to:, • Academic Support: Implement and document the use of student accommodations and modifications as outlined in the students Individualized Education Plan (IEP)., • Academic Support: Encourage and support student participation in scheduled lessons throughout the school day (i.e. individualized, small group, whole group, etc.)., • Social/Emotional Support: monitor/document students ability to initiate/respond to social interaction from peers; model appropriate social behavior; model emotional regulation strategies (supported by special education teachers and/or Counselor) and monitor students ability to co-regulate., • Behavior Support: Keep the student safe and ensure the student engages in safe behavior with their classmates;, • Engage students in work and ensure that the student follows classroom norms and expectations, • Ability to reteach lessons to students, • Encourage self-discipline, independence, and responsibility, • Participate in professional development provided by the school on Montessori pedagogy, the appropriate use of Montessori classroom materials, and approved modifications of these materials., • Stay with all assigned students at all times, but fall back when the student is engaging appropriately and independently, • Collaborate with classroom Guide and Assistant(s) to fully understand classroom routines; assist student in daily routines of the classroom (including greeting the Guide and transitions between activities in the class)., • Implement any behavior or crisis plans that the student may have, including Behavior Intervention Plans as designed by a BCBA., • Maintain data systems for all assigned students; collect and keep data as requested, including frequency data for behaviors, student activities, etc., • Engage with all students related service providers, be present and participate (when appropriate) during the delivery of related services, and provide continuity between classroom interventions and related services., • Communicate effectively and professionally with colleagues, specifically the SPED Teacher and Special Education Coordinator, • Participate in meetings, including:, • Biweekly meetings of the student support team, • Weekly meetings of the classroom team, • IEP meetings (as necessary), • Inter-departmental meetings (as necessary), • All staff meetings, • Assist daily with arrivals, dismissals, and before care, • Assist with classroom set up following dismissal, • Participate in other school functions as requested by the Executive Director, • Other duties, as assigned Required Competencies and Qualifications: • Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Patience, punctuality, and responsibility, • Team player; experience working with an instructional team, • Excellent communication skills, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Experience working with diverse populations of students, parents, and families., • High school diploma or equivalent required; bachelors degree preferred, • Previous experience working with young children with behavior and academic challenges, • Previous experience in a Montessori setting preferred, • Experience with families from diverse backgrounds, • Certification in SafetyCare preferred We provide employees with a robust leave policy that includes: • Paid time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • Health, dental, vision, • Retirement (Vanguard Retirement), • AFLAC Breakthrough Montessori PCS is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description Afternoon Childcare Float / Assistant Teacher (2:00 pm to 6:00 pm) We have immediate openings for teaching opportunities, and we would love to connect with you! We are looking for candidates that have: • Experience working in a Licensed Childcare Facility, • CDA or Associate's Degree is preferred, • Must be actively enrolled in a CDA, Associate, or BA Program, • Highly professional and dependable, • Flexibility to work the hours and schedule to meet the needs of the School, • Must be available to work until 6:00 pm Job Description: • Discuss assigned duties with the Lead Educator in order to coordinate instructional efforts, • Be involved in monitoring, recording student progress and development, • Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations, • Learn the technology required to document the experiences of children and support the documentation of student/classroom experiences, • Collaborate with other educators to share new ideas, approaches and professional knowledge, • Coordinate with the Lead Educator to ensure effective delivery of the curriculum to specified classes, including selecting resources and managing them efficiently in the classroom, • Safeguard and promote the welfare of children, • A willingness to learn and have a sharp and progressive vision of interdisciplinary learning and of teaching, • Act professionally at all times, setting a good example for children, • Use all learning resources effectively and create new ones, • Organize and participate in parent meetings, • Organize and participate in school meetings, events and trips, • Any other duties assigned by the company Qualifications: • High School Diploma and above, • Work experience in a licensed childcare facility, kindergarten or early childhood program preferred, • Experience in a Reggio Emilia inspired school is highly desirable, • Knowledge of Project based learning a plus Having a genuine love for children and a strong commitment to education Benefits: • Employee discount, • Dental Insurance, • Health insurance, • Life insurance, • Paid time off, • Professional development assistance, • Vision insurance, • 401(k) We invite you to submit your resume and learn about Reggio's Treehouse, where education meets play. Reggio’s Treehouse is an equal opportunity employer and will not discriminate against an employee or applicant based on race, color, religion, national origin or ancestry, sex, age, physical or mental disability, veteran or military status, genetic information, sexual orientation, gender identity, gender expression, marital status or any other protected status under federal, state, or local law.

Job Description Reports to: Child Development Center Site Supervisor Supervises: None Exempt Status: Non-Exempt Work Schedule: Full-Time Bright Beginnings, Inc. is a non-profit organization that operates early childhood and family learning centers for families in Washington, DC. Using a two-generation approach, Bright Beginnings Inc. works to ensure every child experiencing housing instability is healthy, safe, engaged, supported, and challenged; develop school-ready and kindergarten-prepared children; support families in breaking the cycle of inter-generational poverty; and partner intentionally to eradicate disparities and remove obstacles to economic mobility. Summary: Responsible for developing and implementing an ongoing program of activities that promote the social, emotional, cognitive, and physical development of each child enrolled in preschool. programming, in accordance with Head Start Performance Standards and Title 29 of the District of Columbia Municipal Regulations (DCMR). Essential Duties: 1. Lead team meetings with child development assistant and parent aide to develop weekly lesson plans and activities that address the individual goals of children., 2. Provide day-to-day supervision and support to child development assistant, substitutes, parent aide, and volunteers, which includes sharing daily lesson plans and discussing goals for children., 3. Meet regularly with the Master Teacher/Instructional Coach and the Site Supervisor to review curriculum plans and activities, improve classroom instructional practice, and assess program effectiveness., 4. Responsible for the implementation of Head Start Performance Standards, National Association of the Education of Young Children’s (NAEYC) Accreditation Standards, and Title 29: DCMR performance standards, policies and procedures, regulations and guidelines in the day-to-day operation of a prekindergarten program (ages Birth-3), including the implementation of developmentally appropriate practices., 5. Implement the evidenced-based curriculum, High Scope, with fidelity and according to BBI policies and procedures., 6. Collaborate with classroom staff to plan and implement the daily program of activities based on principles of child development and in accordance with the High Scope curriculum., 7. Implement the Bright Beginnings’ Closing the Word Gap Initiative with regular use of LENA devices., 8. Work with the child development assistant to create daily open-ended small groups for children to encourage questioning, problem-solving, language, creativity, and concept forming in young children., 9. Responsible for the implementation of developmental, behavioral, and sensory screenings as mandated by Head Start, OSSE, and NAEYC regulations and performance standards., 10. Make appropriate referrals to the Multidisciplinary Team Coordinator for children suspected of delays or disabilities., 11. Assure parents or designees sign in and out on a daily basis by greeting each child and parent individually at the time of arrival and departure., 12. Maintain a portfolio and record of each child’s progress and development for the purpose of demonstrating student learning, planning individual instruction, and complying with Head Start Standards., 13. Responsible for working with a multi-disciplinary team to fully implement an Individual Family Service Plan (IFSP) or Individual Education Plan (IEP) for children with disabilities., 14. Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth. Document daily observations in the child’s portfolio, which is used to inform the quarterly assessments., 15. Administer the Child Observation Record (COR) three times per year (Fall, Winter, and Spring); enter observations into the COR database system and utilize the results of the COR to personalize and individualize weekly lesson plans., 16. Establish a positive relationship with each child’s family and share information about the child’s day at school with the child’s parent(s). Job Description – Early Head Start Lead Teacher 17. Inform and facilitate parents' understanding of the child’s progress toward meeting developmental objectives determined by the COR, and develop individual lesson plans to promote each child’s growth and development., 18. Provide home-to-school activities to reinforce the center’s lesson plans in the home setting., 19. Work with the CARE Team in planning and participating in parent activities., 20. Ensure universal precautions are kept at all times, including washing hands upon entering the classroom, after diapering, toileting, before and after meals, and after contact with bodily fluids., 21. Support the maintenance of classroom and facility, in a safe and sanitary condition by completing daily health and safety checklists of classrooms and playground., 22. Implement health procedures on a daily basis, including following medication administration procedures, tooth brushing, sanitation, and administering First Aid/CPR., 23. Assist with evacuation of children during fire drills, natural disasters, and any other emergencies, which may occur., 24. Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children according to ITERS-R., 25. Develop a positive relationship with each child and promote the development of self-esteem and self-discipline., 26. Track daily meal counts (breakfast, snack, and lunch) and model family-style dining during breakfast, lunch, and snack, according to Head Start Performance Standards and USDA regulations., 27. Interact and closely supervise children outdoors., 28. Conduct parent-teacher conferences and home visits with parents and children in the assigned classroom to discuss each child’s growth and development., 29. Conduct monthly parent classroom meetings., 30. Attend all staff meetings and professional learning provided by Bright Beginnings., 31. Keep abreast of current knowledge in the field of Early Childhood Education., 32. Maintains confidentiality of children and families at all times., 33. Other duties as assigned. Qualifications: • Mission and culture alignment;, • Associate’s degree in Early Childhood Education or in a related field with 15 credits in Early Childhood Education. At least two years of teaching experience;, • Ability to relate positively to young children, parents, and staff;, • Strong working knowledge of Early Head Start Program Performance Standards and NAEYC guidelines and regulations;, • Prefer knowledge of High Scope curriculum or other evidenced-based early childhood education curricula;, • Demonstrate success in working as a member of a team;, • Effective and strong communication skills (orally and written);, • Strong computer skills with expertise in Windows-based programs, such as the Microsoft Office Suite;, • Must have DC local and Federal criminal record clearance, Child Protective Register check status, and substance abuse testing; and, • Documentation of Tuberculin-free condition and health screening on an annual basis. Physical Demands: • Be able to lift 25-50 lbs., • Be able to walk, squat/kneel, sit on the floor, see, hear, and speak., • Be able to raise objects from a lower to a higher location or move objects horizontally from one location to another.

Job Description 2025-2026 KIPP DC: TLC’s Assistant Teacher Job Description Company Description By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes. We are a network of 20 schools educating 7,300 students and employing 1,400 teachers, leaders, and staff members dedicated to our mission. Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We pride ourselves on providing unparalleled professional development and leadership opportunities. We acknowledge the demands of the teaching profession and continually seek to improve sustainability, benefits, and support for teachers. We seek out teachers who are passionate about educational equity, driven by student and family relationships, and constantly seeking to grow. Job Description: Grounded in the values of determination, flexibility, respect, and joy, The Learning Center provides individualized learning support for the PreK3-8th grade students who are enrolled in KIPP DC schools, and who benefit from specialized educational supports. Students are engaged in a small, safe, and supportive learning environment that can nimbly respond to their needs and accelerate their learning. With a 3:1 student to classroom staff ratio, students learn through a research-based curriculum with targeted interventions and wrap-around supports. We are looking for highly dedicated educators who bring an unwavering commitment to helping early childhood students succeed. TLC’s teachers are responsible for using Zearn, RGR, Tools of The Mind, Edmark Reading, Equals Math, Zoophonics, and other curriculums to deliver effective, high-quality, rigorous instruction that produces academic results and student growth . The TLC community holds itself to high standards, cognizant that success can be achieved by all through teamwork, tenacity and focused dedication. Assistant Teachers at KIPP DC work to develop a desire for learning in our students. We are looking for creative and passionate Assistant Teachers to work in our classrooms. TLC believes in using researched based interventions, lessons aligned to IEP goals and rigorous progress monitoring to ensure our students develop essential skills in academics and in life to be able to live independently in the future. Why teach at KIPP DC Schools: ● Collaboration. Through ample planning time, grade level and content meetings, and development and wellness days, teachers work collaboratively with peers at their school and across our six middle schools. ● Growth. Teachers receive feedback and support from school leaders, network content coaches, grade-level chairs, and other teammates to improve their teaching craft. We also offer opportunities to develop leadership skills including grade-level chair, fellowships, and leadership cohorts. ● School culture. School culture at the elementary school level is grounded in creating joyful, identity-affirming learning environments that produce extraordinary outcomes for all students. ● Highly competitive compensation and benefits. Our instructional salary scales are at the top of the DC market and affirm KIPP DC’s value of teachers as the cornerstone of schools. KEY REQUIREMENTS AND RESPONSIBILITIES: ● Work with a Lead Teacher to teach the designed curriculum so that all students reach grade level goals ● Leading small group reading, math or social instruction ● Lead homeroom morning meetings ● Leading some whole group instruction ● Meet weekly with Lead Teacher and grade level chair to discuss and reflect upon weekly objectives and monthly themes ● Observe Lead Teachers and Capital Teaching Residents for best practices ● Meet weekly with all Assistant Teachers to participate in professional development workshops ● Cover classes while Lead Teachers are participating in weekly grade level meetings ● Assist Lead Teachers with the classroom's daily preparations which may include, but are not limited to: ○ Materials preparation (copying, lamination, sorting, cutting, pasting, etc.) ○ Assistance with delivery and cleanup of breakfast, lunch and snack ○ Helping with monthly open houses ● Attend professional development sessions which may include, but are not limited to: ○ Monthly sessions with School Leader ○ Weekly meetings with Lead Teacher ○ Daily feedback on lessons from Lead Teacher ○ Observation feedback from school leader ○ In-school professional development sessions and workshops ● The ability to lift and carry up to 40 pounds ● Additional responsibilities may arise during the school year. They will be communicated to all Assistant Teachers with as much notice and flexibility as possible. QUALIFICATIONS: ● High school diploma or General Education Development Certificate (Required) ● Bachelor’s degree (Preferred) ● Minimum of one year of experience working directly with children (Required) ● Commitment to working with underserved students (Required) ● Experience teaching in an urban school (Preferred) ● Demonstrate a passion for working with young children and dedicated to doing whatever it takes to provide the best education possible to the students of KIPP DC. ● Demonstrate knowledge of and the ability to assist in instructing reading, writing, and mathematics. ● Must be energetic, collaborative, reliable, flexible and integrity-drive. ● Strong communication skills in order to ensure effective, positive interactions with their teaching team, staff, families, and children ● Have a problem solving mindset and demonstrate flexibility to adapt to changes in your assignment or student population. Additional Information EQUAL OPPORTUNITY EMPLOYER KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. KIPP DC requires all staff to provide proof that they have had all doses of a primary COVID vaccine or obtain approval for exemption for medical or religious reasons before beginning employment. New hires who have not received all doses of a primary vaccine or who are waiting approval for exemption will not be able to begin employment. All KIPP DC staff are strongly encouraged to stay up to date on their vaccinations. The CDC currently defines being up to date on the COVID vaccine as having had all doses of a primary vaccine and as having received a booster, if eligible. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR yR22Vpkdae

Job Description BASE Instructor and Elementary Instructional Assistant In anticipation of having open positions for the school year 2025-2026, we are accepting applications for Before and After School Enrichment (BASE) Instructors and Elementary Instructional Assistants passionate about supporting students and staff in a bilingual environment. Our staff exhibits enthusiasm, a caring attitude, and a love of learning. Join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation’s capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire an enthusiastic team member to support students in a unique position as both a BASE Instructor in LAMB’s after school program and as an Instructional Assistant during the regular school day. In this position you will support teachers and students in First Grade through Fifth Grade. Experience working in a Montessori environment is preferred. The applicant must be willing to receive professional development in Montessori practices and implement Montessori approaches to learning, discipline, and classroom management. If you have experience with students in grades First through Fifth, apply today! Primary Duties and Responsibilities as a BASE SEL • Embrace and support LAMB’s mission, • Observe and give feedback on student emotional and behavioral supports in aftercare program, • Respond to PAZ: (Social Emotional Learning & Behavior) support calls for students in enrichment programs, • Communicate with families & BASE instructors about support plans in place, • Accompany students who need a cool down space, • Report concerns and discipline issues to the BASE Coordinator, • Attend and participate in mandatory professional development sessions and meetings, • Remain current with trends, techniques, and advances in technology that are applicable to the program, • Support LAMB’s bilingual program by modeling first and second language for all students, • Maintain the welfare and safety of students by following school policies and regulations, • Maintain fidelity to LAMB’s Dual Language Allocation Plan., • Make Montessori and other materials for all areas of the classroom (organizing, labeling, laminating, cutting, whole punching, stapling, etc)., • Coverage and Academic Support, • Cover for teachers in the Lower Elementary or Upper Elementary classroom, for special teachers, for Dedicated Aides, and on occasion for teachers in the Primary Classroom, • Classroom Management Support (ie - circulate in the classroom, remind students of expectations, model walking and a calm body, assist with conflict resolution, implement limited choices, etc), • Collaborate with classroom teachers to support delivery of the bilingual Montessori Elementary curriculum, and maintain and manage a positive learning environment., • Support a classroom culture that demonstrates the principles of biliteracy, Grace and Courtesy, and PAZ (Positive Words, Actions of Respect, Zone of Learning)., • Actively and positively participate in LAMB’s coaching culture and identify and work towards achieving personal and professional goals., • Attend and participate in regular meetings (BASE, coaching meetings, Instructional Assistant team meetings)., • Participate in all scheduled Professional Development sessions and trainings to ensure continued education and professional growth., • Meet with the Principal and/or Supervisor to develop solutions for any parent, staff, or school-related challenges, as needed., • Support school safety and assist with arrival and dismissal procedures, and lunch and recess coverage, as assigned and necessary., • Attend and participate in International Day and two other school events that occur outside of the instructional day, such as Back to School Night, Graduation/Moving Up Celebration, family workshops, family engagement events, and celebrations of student learning., • Management of professional development around the use of technology and educational platforms (Google Suite, Paycom, etc)., • Embody the Montessori philosophy of Grace and Courtesy and LAMB’s ideals of PAZ in all relationships - with students, colleagues, families, and other community members., • Embrace and foster student belonging and inclusion in the classroom by modeling and upholding high expectations for all students and practicing Grace and Courtesy plus our PAZ values., • Arrive and begin work on time, and be punctual for arrival, meetings, transitions, and dismissal., • Spanish native or Bilingual speaker (Spanish/English), • Have extensive experience working in early childhood programs and/or experience in dual-language education, • Ability to work with students of various abilities, including those with identified exceptionalities, • Experience with Google Workspace (preferred), • Strong commitment to supporting diversity, equity, and inclusion and creating an anti-racist school environment, • Models critical thinking and student-centered practice with abilities in standards and data analysis to inform curricular planning for high-impact results, • Demonstrated ability to be an independent and collaborative solutions-oriented problem-solver, • Commitment to demonstrate love and joy towards students, colleagues, and the work, • Willing, hard-working attitude with a growth mindset toward self, students, and colleagues, • Demonstrated ability to take ownership of personal work and the school mission, • Commitment to learning and implementing Grace and Courtesy and PAZ, • Open to deepening understanding and differentiation for each student’s individual needs, especially for students with IEPs and other student services., • Understanding of the different levels of age-appropriate student development, • Ability to establish strong, trusting, and authentic relationships with students, colleagues, families, and other stakeholders, • Ability to manage time and work in a fast-paced, dynamic school environment, multi-task, prioritize, and stay calm under pressure, • Stay up to date with current educational research, technology, and educational platforms Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Lower Elementary Coach and Coordinator AND BASE Director Schedule: 10-month full-time position, from 9:45 am to 6:00 pm • Mon, Fri, • Instructional Assistant (9:45 am - 3:00 pm), • BASE (3:00 pm - 6:00 pm), • Tue, Wed, Thu, • Instructional Assistant (9:45 am - 2:00 pm) Salary is commensurate with experience. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at . Only applicants meeting minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate based on race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Powered by JazzHR Ehx3bZUusu

Job Description Childcare Assistant Teacher We are looking for an experienced and energetic person who enjoys thinking outside the box in regard to join our team as an assistant educator. Reggio’s Treehouse is an authentic Reggio Emilia inspired preschool that educates and enriches the minds and lives of our young learners. We embrace the Reggio Emilia philosophy that teaches children to become self-directed learners and whose guiding principles encourage self-expression and critical thinking. As an Assistant Educator you will be working closely with the Lead Educator and Director ensuring that all standards set by Reggio’s Treehouse, NAEYC and District of Columbia are met in an organized and timely manner. An Assistant Educator must actively participate in classroom provocations and support the Lead Educator in classroom management. Job Description: • Discuss assigned duties with the lead educator in order to coordinate instructional efforts, • Be involved in monitoring, recording student progress and development, • Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations, • Learn the technology required to document the experiences of children and support the documentation of student/classroom experiences., • Collaborate with other educators to share new ideas, approaches and professional knowledge, • Coordinate with the lead educator to ensure effective delivery of the curriculum to specified classes, including selecting resources and managing them efficiently in the classroom, • Safeguard and promote the welfare of children (PSHE integration), • A willingness to learn and have a sharp and progressive vision of interdisciplinary learning and of teaching, • Act professionally at all times, setting a good example for children, • Use all learning resources effectively and create new ones, • Organize and participate in parent meetings, • Organize and participate in school meetings, events, and trips, • Any other duties assigned by the company Qualifications: • Child Development Associate Credential (CDA) or higher is needed for an Assistant Teacher Position OR willingness to enroll and complete your CDA once hired, • Related Degree (Associates or Bachelors) in Child Development, Early Childhood Education (ECE), Child and Family Studies or related field, including Elementary Education, Special Education, or Psychology with relevant course work is preferred, • Meet federal, as well as state, health requirements (i.e., TB test, physical, First Aid/CPR, Federal Background Check and random drug testing), • Meet and maintain educational credentials for the position (i.e., ongoing training), • Minimum 1 year child development work experience in a licensed setting, either family or childcare center, • Demonstrated knowledge and ability to lead faculty in implementation of developmentally appropriate curriculum, • Demonstrated experience and skill in communication, leadership, organization, and supervision, • Demonstrated ability to perform job responsibilities in all levels of direct care Benefits: • Dental insurance, • Employee discount, • Health insurance, • Life insurance, • Paid time off, • Vision insurance, • 401(k) We invite you to submit your resume and learn about Reggio's Treehouse, where education meets play. Reggio’s Treehouse is an equal opportunity employer and will not discriminate against an employee or applicant based on race, color, religion, national origin or ancestry, sex, age, physical or mental disability, veteran or military status, genetic information, sexual orientation, gender identity, gender expression, marital status or any other protected status under federal, state, or local law.

Job Description This position supports the work of Curious Mind Bilingual CDC, a licensed early childhood education center (Office of the State Superintendent - OSSE) and reports to the Manager with accountability to the Program Director. The Curious Mind Bilingual Child Development Center is looking for a caring, patient and fun teacher! This position will offer great opportunities for growth and learning! We are looking for an Assistant Teacher who is PASSIONATE about Childcare! We are more than just a daycare, we are a center bringing families and children together through culture. Our teachers are responsible for providing the best early childhood education by establishing a safe, healthy, fun and nurturing learning environment. You must be able to work in partnership with parents and families, to prepare children for success in school and life. Must be coach-able and able to attend all mandatory on-boarding and monthly training. Able to perform the instructional functions of a teacher of young children, in the field of early childhood education – and be able to meet the requirements of OSSE and submit a suitability letter. Must provide Childcare references from previous jobs. Qualifications: Current Associates degree on file / in progress; at least 1 year teaching experience is preferred. First Aid, CPR, and CDA on file or in progress. We are looking for a mature individual who is able to relate well to both children and adults. Duties and Responsibilities: * Creating fun and interactive learning experiences while serving as mentors to fellow Teachers. * Maintain a fun and interactive classroom that is clean, safe and organized. * Ensure the daily care of every child by following all licensing guidelines and implementing all company standards. * Communicate directly with parents and prospective parents to achieve success for the child. * Maintains student work sample folders, attendance and assessment documentation and student observation reports in an orderly fashion * Develop schedules and routines to ensure adequate physical activity, rest, and playtime * Assisting the Lead Teacher in ensuring compliance with the policies of the Center. * Be responsible with the job schedule assigned with your work hours. * Put the absolute safety of the children first before all other responsibilities. * Initiate daily activities based on the assessed strengths, interests and needs of all of the children in his or her class or group. Participate with the other teachers, to plan weekly, the daily program of activities. * Participate and supervise activities with children inside and outside of the facility, which will include: games, walks, play dates, playground outings and reading to children daily, library, field trips, etc. * Research and plan activities that have substantial child development, social relationship skills and educational value. * Participate in group meetings. * Keep a daily employee journal with a narrative of the children’s meal, naptime, medication, activities and educational progress. * To cover shifts, in emergencies only, of the other staff members who are absent due to force majeure. * Attending in-service training programs and completing continuing education requirements, as required. * Cooperate with general cleaning activities and internal decoration to improve the service for children. * Maintain a clear line of communication and report to the Director or Administrator. Qualifications: * At least 18 years of age * Must be Infant/Child First Aid/CPR certified (or be willing to obtain the certificate before your first day of work) * Speak English (required) and Spanish (preferred) * Must have reliable transportation (Metro Bus accessible). * High School diploma or equivalent * Follow all CDC guidelines, Public Health and OSSE licensing regulations. * Able to pass a thorough background check and fingerprint check * Must be able to pass a drug and alcohol test * Bachelors or Associates Degree * Must meet state requirements for education and additional center/school requirements may apply * Experience leading a classroom and creating educational lesson plans * Passionate about working with children * Ability to build rapport with children * Positive and patient demeanor * Excellent written and verbal communication skills

Job Description Job Title: Child Care Assistant Teacher Department: Child Care FLSA Status: Exempt, Full-Time Reports to: Director of Operations Schedule: 7:45am - 4pm or 9am - 6:15pm Compensation: $51,006 - $54,262/Year Position Overview: The Child Care Assistant Teacher provides support to the program by leading the team care for infants and creating a warm and safe environment If you have a passion for working in early childhood development (3 months - up to 3 years old), helping to care for and nurture the minds of children and have the required certifications, as directed by Office of the State Superintendent of Education (OSSE), this role is for you! Essential Responsibilities, including but not limited: • Assist in the planning and conducting of an effective child development program to meet the physical, social, emotional and intellectual needs of each child., • Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and imaginative play, • Assist in organize activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling and field trips, • Teach basic skills such as color, shape, number and letter recognition, personal hygiene and social skills, • Teach in ways that are interactive, hands-on, inquiry-based, and promote self-discovery and critical thinking, • Attend to the infant's basic needs, such as feeding, dressing, diapering, hand washing, napping, transitioning, etc. Ensure these child care routines are carried out in a manner that is prompt, hygienic and consistent with good child development principles., • COVID Vaccinations (At least 1 full course) required, • Completion of at least 60 credit hours or an associate degree (or higher) in any subject area with at least 12 credit hours in early childhood education or a High School Diploma and a Child Development Associate (CDA) credential and earns an associate degree (or higher) within four years of their initial date of hire Generous Paid Time Off (Please note that PTO may differ slightly depending on the nature of the position (instructional, non-instructional, or childcare)) • 12 Vacation/Sick Days, • 11 Federal Holidays, • Chinese New Year, • Spring Break, • Winter Break, • Comprehensive Healthcare option, • Dependent Coverage, • FSA/HSA Options, • 100% Company Covered Life Insurance Option, • Short & Long term Disability Insurance, • Public Transit Assistance, • Staff Preference Enrollment in Yu Ying, • On-Site Daycare (Ages 3 months - 3 years), • Professional Development Opportunities, • Annual Bonus Opportunities/Monetary Rewards Working Environment: In-school. The role is based on-site and will grow to include another campus, which will result in interaction with students, parents and staff. Physical Demands: This role may contain physical demands that would require reasonable accommodations to be made to enable individuals with disabilities to perform the essential responsibilities of the job. Should reason be required, the HR department must be notified to discuss the physical demands of the job. • Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

Job Description Bright Beginnings, Inc. is a non-profit organization that operates early childhood and family learning centers for families in Washington, DC. Using a two-generation approach, Bright Beginnings Inc. works to ensure every child experiencing housing instability is healthy, safe, engaged, supported, and challenged; develop school-ready and kindergarten-prepared children; support families in breaking the cycle of inter-generational poverty; and partner intentionally to eradicate disparities and remove obstacles to economic mobility. Summary: Responsible for developing and implementing an ongoing program of activities that promote the social, emotional, cognitive, and physical development of each child enrolled in preschool. programming, in accordance with Head Start Performance Standards and Title 29 of the District of Columbia Municipal Regulations (DCMR). Essential Duties: 1. Support team meetings with lead teacher, child development assistant, and parent aide to develop weekly lesson plans and activities that address the individual goals of children., 2. Support the day-to-day supervision and support of child development assistants, substitutes, parent aides, and volunteers, which includes sharing daily lesson plans and discussing goals for children., 3. Meet regularly with the Lead Teacher, Master Teacher/Instructional Coach, and Education Director to review curriculum plans and activities, improve classroom instructional practice, and assess program effectiveness., 4. Support the implementation of Head Start Performance Standards, National Association of the Education of Young Children’s (NAEYC) Accreditation Standards, and Title 29: DCMR performance standards, policies and procedures, regulations and guidelines in the day-to-day operation of a prekindergarten program (ages 3-5), including the implementation of developmentally appropriate practices., 5. Support the implementation of the evidenced-based curriculum, High Scope, with fidelity and according to BBI policies and procedures., 6. Collaborate with classroom staff to plan and implement the daily program of activities based on principles of child development and under the High Scope curriculum., 7. Support the implementation of the Bright Beginnings’ Closing the Word Gap Initiative with regular use of LENA devices., 8. Work with classroom staff to create daily open-ended small groups for children to encourage questioning, problem-solving, language, creativity, and concept forming in young children., 9. Support the implementation of developmental, behavioral, and sensory screenings as mandated by Head Start, OSSE, and NAEYC regulations and performance standards., 10. Collect relevant data to support a referral to the Multidisciplinary Team Coordinator for children suspected of delays or disabilities., 11. Assure parents or designees sign in and out daily by greeting each child and parent individually at the time of arrival and departure., 12. Support the maintenance of the portfolio and record of each child’s progress and development to demonstrate student learning, plan individual instruction, and comply with Head Start Standards., 13. Collaborate with a multi-disciplinary team to fully implement an Individual Family Service Plan (IFSP) or Individual Education Plan (IEP) for children with disabilities., 14. Attend all staff meetings and professional learning provided by Bright Beginnings., 15. Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth. Document daily observations in the child’s portfolio, which is used to inform the quarterly assessments. Job Description – PreK Assistant Teacher (Head Start) 2 16. Support the administration of the Child Observation Record (COR) three times per year (Fall, Winter, and Spring); enter observations into the COR database system and utilize the results of the COR to personalize and individualize weekly lesson plans., 17. Establish a positive relationship with each child’s family and share information about the child’s day at school with the child’s parent(s)., 18. Inform and facilitate parent understanding of the child’s progress toward meeting developmental objectives determined by the COR and develop individual lesson plans to promote each child’s growth and development., 19. Provide home-to-school activities to reinforce the center’s lesson plans in the home setting., 20. Ensure universal precautions are kept at all times, including washing of hands upon entering the classroom, after diapering, toileting, before and after meals, and after contact with bodily fluids., 21. Support the maintenance of classroom and facility, in a safe and sanitary condition by completing daily health and safety checklists of classrooms and playground., 22. Implement health procedures daily, including following medication administration procedures, tooth brushing, sanitation, and administering First Aid/CPR., 23. Assist with evacuation of children during fire drills, natural disasters, and any other emergencies, which may occur., 24. Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children., 25. Develop a positive relationship with each child and promote the development of self-esteem and self-discipline., 26. Interact and closely supervise children outdoors., 27. Conduct parent-teacher conferences and home visits with parents and children in the assigned classroom to discuss each child’s growth and development., 28. Attend all staff meetings and professional learning provided by Bright Beginnings., 29. Keep abreast of current knowledge in the field of Early Childhood Education., 30. Maintains confidentiality of children and families at all times., 31. Other duties as assigned. Qualifications: • Mission and culture alignment;, • Associate’s degree in Early Childhood Education or associate’s degree in a related field with 15 credits in Early Childhood Education. At least one year of teaching experience;, • Ability to relate positively to young children, parents, and staff;, • Strong working knowledge of Head Start Program Performance Standards and NAEYC guidelines and regulations;, • Prefer knowledge of High Scope curriculum or other evidenced-based early childhood education curricula;, • Demonstrate success in working as a member of a team;, • Effective and strong communication skills (orally and written);, • Strong computer skills with expertise in Windows-based programs, such as the Microsoft Office Suite;, • Must have DC local and Federal criminal record clearance, Child Protective Register check status, and substance abuse testing; and, • Documentation of Tuberculin-free condition and health screening on an annual basis. Physical Demands: • Be able to lift 25-50 lbs., • Be able to walk, squat/kneel, sit on the floor, see, hear, and speak., • Be able to raise objects from a lower to a higher location or move objects horizontally from one location to another., • Be able to sit for extended periods in front of a computer.

Job Description Passionate about supporting young musical talent? Come aboard at Leaders of Tomorrow Youth Center (LTYC) based in Washington D.C. as a Musical Instructional Assistant. Contribute to empowering youth through the arts by aiding music instructors, improving student musical skills, and cultivating a positive learning atmosphere at LTYC. This part-time position provides a competitive hourly pay ranging from $18 - $22, allowing you to back a vibrant organization dedicated to the community. Embrace your love for music and commitment to youth development by becoming a part of LTYC and shaping the musical abilities of tomorrow's leaders. Compensation: $18 - $22 per hour Responsibilities: * • Collaborate with music instructors based in Washington D.C., DC, US to create engaging lesson plans tailored to students' needs., • Foster a positive and encouraging learning environment for music instruction sessions at Leaders of Tomorrow Youth Center (LTYC)., • Provide personalized support to students requiring additional assistance in grasping musical concepts., • Assist in the organization and upkeep of musical equipment and supplies at the facility., • Partner closely with LTYC instructors to establish an interactive and enriching educational setting for students.Qualifications:, • Proven experience with one or more musical instruments (e.g., piano, guitar, violin, drums, etc.)., • Previous teaching or instructional experience is preferred., • Strong communication and interpersonal skills., • Ability to work collaboratively with both students and staff., • Passion for music education and commitment to student success., • Basic administrative skills and proficiency with standard office software.About Company Through arts education programs and more, Leaders of Tomorrow Youth Center enriches the lives of thousands of underserved youth in the Maryland, D.C., and Virginia school systems, empowering them to develop their artistic talents and achieve their greatest potential. Since its inception in 2004, LTYC has continuously expanded its programming, geographic outreach, and calendar, expanding stronger relationships among schools, students, families, and the community. LTYC has been able to impact the lives of more than 160,000 students, ranging from grades K-12. Many of our students come from schools in Baltimore City and surrounding areas that are in dire need of arts education and behavioral intervention. Our arts education instruction includes dance, theater, music, visual arts, media arts, creative writing, STEAM, culinary arts, Yoga, martial arts, and gardening.

Job DescriptionLocation: Kansas Avenue, NW Washington, DC 20011, Georgia Avenue, NW Washington, DC 20010Responsibilities: The High School Assistant Principal serves as an instructional leader, administrator, and coach. The Assistant Principal is responsible for ensuring that all students reach high levels of academic success and supervising teaching staff. The Assistant Principal reports to the Principal and works closely with the school leadership team serving as an integral part of the high school leadership team to provide consistent, effective school leadership. Qualifications: • A belief that all children, from every background, must receive an excellent, college-preparatory education, and are able to reach high levels of academic achievement., • A mindset that embraces serving students with English language learning and special needs and belief that all students can and must achieve at high levels., • A track record of success as the teacher/leader of a high-performing school., • Demonstrated ability to coach, lead, and collaborate with adults from a diverse range of perspectives and backgrounds., • Demonstrated ability to build and keep strong relationships with diverse students and families., • Outstanding written and oral communication skills., • Self-motivation, and ability to effectively prioritize when juggling competing priorities., • Ability to think strategically, translate thoughts to action, and follow-through with all details., • Humility, a sense of humor, and flexibility in an entrepreneurial environment., • Bachelor’s degree required, advanced degree preferred. This is your chance to be part of a supportive team, make a meaningful difference, and grow in your career. Apply today!

Job DescriptionPosition: Montessori Primary AssistantLocation: Washington, DC 20012Position Type: Full-timeReports to: Montessori Guide/Principal Position Summary: Under the direction of the Principal and Montessori Guide, the Montessori Primary Assistant works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. Essential Functions and Responsibilities: The Montessori Primary Assistant is a 10-month position. Typical working hours are Monday 8:00 am-4:30 pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job DescriptionPosition: Floating AssistantLocation: Washington, DC 20012Position Type: Full-timeReports to: Principal Position Summary: Under the direction of the Principal, the Floating Assistant works with the classroom team on an as-needed basis to cover for others who cannot be in their classes due to absences and other needs as (s)he plans and provides appropriate learning experiences for students. They assist the team in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; work within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. When not covering for others, he or she follows a system of tasks created by the Principal to support classrooms and individual students around the school. Essential Functions and Responsibilities: This is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the school's Scope & Sequence, • Oversee before care, • Set limits and boundaries and maintain appropriately high standards for child behavior in the school's context, • Observe student activity and base level of support on observed needs and interests, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the school approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Excellent oral and written communication skills, • Fluency in a language other than English is a plus Education and Experience • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree in applicable field preferred, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job DescriptionPosition: Floating AssistantLocation: Washington, DC 20012Position Type: Full-timeReports to: Principal Position Summary: Under the direction of the Principal, the Floating Assistant works with the classroom team on an as-needed basis to cover for others who cannot be in their classes due to absences and other needs as (s)he plans and provides appropriate learning experiences for students. They assist the team in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; work within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. When not covering for others, he or she follows a system of tasks created by the Principal to support classrooms and individual students around the school. Essential Functions and Responsibilities: This is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the school's Scope & Sequence, • Oversee before care, • Set limits and boundaries and maintain appropriately high standards for child behavior in the school's context, • Observe student activity and base level of support on observed needs and interests, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the school approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Excellent oral and written communication skills, • Fluency in a language other than English is a plus Education and Experience • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree in applicable field preferred, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job DescriptionPosition: Montessori Primary AssistantLocation: Washington, DC 20012Position Type: Full-timeReports to: Montessori Guide/Principal Position Summary: Under the direction of the Principal and Montessori Guide, the Montessori Primary Assistant works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors proper use and care of equipment, materials, and facilities. Essential Functions and Responsibilities: The Montessori Primary Assistant is a 10-month position. Typical working hours are Monday 8:00 am-4:30 pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelor‘s degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant

Job Description Lead Teachers: Starting at $25/ hour. Instructional Assistant Teachers: Starting at $18-20/ hour (P/T & F/T positions available) employment type: full-time job title: Spanish Preschool Teachers F/T- P/T PRE-K TEACHERS FOR BILINGUAL PROGRAM (Tysons/Falls Church) Fully Bilingual (Spanish-English) teachers encouraged to apply Compensation: $25.00 per hour (Lead Teacher)$18-$20 per hour( Assistant Teachers) Full and Part-Time positions available We offer a working environment where new ideas, creativity, and teaching freedom are incentivized. The Children's Center for Language & Culture, Inc. (ChiCeLaCu!) is looking for highly motivated, knowledgeable, and resourceful teachers who love their profession and the children they teach. At ChiCeLaCu!, you will find stability, a work environment where your work is respected and appreciated, and many materials and resources to support your job as a teacher. (ChiCeLaCu!) seeks an enthusiastic, energetic, independent, and experienced teacher and instructional assistant for its Preschool programs. We look for nurturing and dedicated teachers with a strong work ethic and a warm heart for ChiCeLaCu! 's Tysons/Falls Church/Fairfax City facilities. Openings for full and part-time. All applicants MUST meet the following requirements: At least two years of experience Associate's or Bachelor's degrees in education, arts, or music. Experience writing lesson plans Team player, creative and flexible Good classroom management skills A patient and reliable person with a strong work ethic, who loves to work with children Dynamic and fun Advanced English (written and spoken) Passionate and fun, who loves to work with children Minimum one-year commitment for employment. After eight months of employment, full benefits( health insurance, dental, vision) will be offered. SALARY: Lead Teachers: Starting at $25/ hour Instructional Assistant: Starting at $18-$20/ hour To apply, please send your cover letter and resume to . For more information about ChiCeLaCu!, please visit . Company DescriptionThe Children’s Center for Language and Culture, Inc. (ChiCeLaCu!) is a Spanish immersion learning Center located Fairfax City and Falls Church/Tysons Virginia. Services focus on teaching children the Spanish language following a long-term, fun and highly effective curriculum. Services include Preschool, Online classes, Saturday School, Tutoring and Summer Camps. In addition, ChiCeLaCu! partners with area school PTAs to offer Spanish classes as part of the schools enrichment programs held before or after school hours.The Children’s Center for Language and Culture, Inc. (ChiCeLaCu!) is a Spanish immersion learning Center located Fairfax City and Falls Church/Tysons Virginia. Services focus on teaching children the Spanish language following a long-term, fun and highly effective curriculum. Services include Preschool, Online classes, Saturday School, Tutoring and Summer Camps. In addition, ChiCeLaCu! partners with area school PTAs to offer Spanish classes as part of the schools enrichment programs held before or after school hours.

Job DescriptionPOSITION: Staff Assistant OFFICE: Mayor's Office on Returning Citizens Affairs (MORCA) OPEN: October 8, 2025 CLOSED: October 24, 2025 GRADE: Excepted Service, Grade 5 (ES-5) SALARY: $67,382.97 This is an Excepted Service position. Selected candidate must be a District resident or establish residency within 180 days of hire. Current District of Columbia residents will receive priority and advanced preference for screening and interviews. backgroundThe Bowser Administration seeks an energetic and qualified candidate to serve as the Staff Assistant for the Mayor’s Office on Returning Citizens Affairs (MORCA) in the Executive Office of the Mayor. The mission of the Mayor's Office on Returning Citizens Affairs (MORCA) is to improve the quality of life of the District's Returning Citizen's residents by addressing a broad range of social and economic needs through strategic management of public and private partnerships, expertise on policy, community relations, civic engagement and community-based grants. For more information on the office, please visit here: The purpose of this position is to serve as the principal liaison and confidential personal assistant to MORCA, performing program, analytical and administrative assignments that address management, administrative, analytical, coordination and communication matters on behalf of the MORCA’s Executive Director and Director of Operation. Major duties • Strengthen directly with senior leadership to provide operational and logistical support., • Draft, review, and send communications on behalf of MORCA leadership., • Organize and prepare for meetings, including gathering documents and attending to logistics of meetings., • Provide administrative support such as but not limited to scheduling meetings, taking meeting notes, and ordering office supplies., • Answer and respond to phone calls, communicate messages and information to the executive team at MORCA., • Prepare communications, such as memos, emails, reports, and other correspondence., • Read and analyze incoming memos, letters, and reports to determine their significance and distribute appropriately., • Prioritize emails and respond when necessary., • Coordinate travel arrangements., • Serve as the key person engaging with clients, residents and stakeholders answering incoming communications, including phones, email and visiting guests on behalf of the Executive Director and Director of Operation., • Create and maintain project information in project management system; create statement of work (SOP), purchase orders and track orders in their respective data systems., • Coordinate invoices and monitor payments to subcontractors and vendors., • Write and edit documents from letters to reports and instructional documents for the Executive Director and Director of Operations., • Assist in preparing various reports and maintaining agency website, newsletter and social media accounts., • Manage office documents for supervisor's use in preparing correspondence, meetings, reports, and other events., • Monitor level of supplies and handle shortages., • Resolve office-related malfunctions and respond to requests or issues., • Coordinate with other departments to ensure compliance with established policies set by the Mayor, DCHR(MOTA), MORCA, DMPSJ, and MORCA senior leadership., • Perform receptionist duties when needed., • Manage information systems and databases to track documents, processes and appointments., • Provide administrative support to the team on special events and other projects, • Perform other duties as assigned. COMPETENCIES, KNOWLEDGE, SKILLS, AND ABILITIES, • Organized and methodical; ability to multitask., • Able to work well under pressure and meet tough deadlines in a fast paced, demanding environment., • Constituent focused; positive outlook; strong people skills., • Strong attention to detail., • Ability to communicate effectively with a wide range of audiences., • Ability to communicate both orally and in writing., • Ability to work with diverse communities in a respectful manner., • be a District of Columbia resident at the time of appointment; or If you are interested in this role, please upload your resume and answer the questionnaire. Only the candidates deemed most suited for the position based on resume will receive a call to schedule further discussion. Powered by JazzHR 3Awb1kqnVL

Job DescriptionPosition: Elementary School English Support Teacher (Grade 3)Rate: Up to $20 per hourThe Classroom Support Teacher plays a vital role in shaping the lives of children, helping them thrive academically, socially, and emotionally. These support teachers assist lead teachers in Mandarin Chinese, Spanish, or English by creating a student-centered learning environment that honors the culture and identity of every child.In early childhood, students learn all content areas in the partner language for approximately 90% of the school day, while early literacy and math skills are taught in English for about 10%. As students progress to elementary school (Kindergarten through 5th grade), a 50/50 model is implemented, where standards-based instruction aligned with the Common Core State Standards is provided equally in both the target language and English. The support teacher collaborates with the lead teacher to implement lessons in the partner language and serves as a model for language use while facilitating small group instruction and leading mini-lessons regularly.Together, they work to positively impact student development by fostering a warm and inviting learning environment, building relationships with students and families, designing effective lessons, analyzing data, collaborating with colleagues, and participating in the broader school community. Under the direct supervision of the Director of Teaching & Learning, support teachers will work closely with lead teachers and leadership team members to understand and respond to student and family needs while implementing plans that align with the mission, vision, and key pillars of the school, all while focusing on delivering high-quality dual language instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each student’s social, emotional, and academic development, • Inform lesson plans developed by the lead teacher for alignment to the mission and vision, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborate with lead teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Curriculum, Instruction, Assessment, & Support • Collaborate with the Lead teacher to plan and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math, science, and social studies, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Support the lead teacher with setting clear and measurable goals throughout the year for every student in all areas of study; support the lead teacher with regularly assessing the progress of each child and providing differentiated, child-centered instruction to meet the needs of each child daily, • Actively participate in data-analysis cycles and protocols to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with lead teachers and teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Contribute to an inclusive, equitable, caring, and culturally competent learning environment that meets the academic, social, emotional, and physical needs of each student, • Maintains positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Works closely with teachers and staff to recognize and employ each student’s strengths and differences as assets for teaching and learning, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development, • Participate in parent conferences and school-wide events and contribute to the broader school community The ideal candidate is highly knowledgeable in the following: • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Support Teacher Requirements • At least two years of experience as a support teacher or assistant teacher preferred, • Progressing towards meeting state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meeting eligibility, including a Bachelor’s degree in Education and passing scores on Praxis I & II, • Experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with variously identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion, • Communication skills (both oral and written)

Job DescriptionPosition: Dedicated AideRate: Up to $20 per hourReports to: Special Populations Coordinator Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each student’s social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Model ethical, equitable, and professional behavior and act with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serve as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Principal and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Major Duties and Responsibilities Support a Student with Special Needs throughout the School Day • Assist the student with participating in lessons, daily activities, and assessments, • Support the student with daily living activities (e.g. eating and toileting,) as needed, • Facilitate independent work with materials in the inclusion environment, • Teach lessons under the direction of the lead teacher and the special education teacher in the resource room, • Implement prescribed behavioral strategies and positive behavior support in all settings, • Accompany and assist students during related service sessions (speech therapy, occupational therapy, etc)., • Collaborate with the Lead Teacher and the Special Education Coordinators in the planning and management of lessons and work that the student will do independently and with support, • Provide regular communication about students’ development to the lead teacher, • Collaborate with the Special Education Coordinator and the Applied Behavioral Analysis (ABA) provider to implement ABA within the classroom setting. This includes planning for: classroom environment, natural environment teaching, instruction, discrete trial instruction, behavior management strategies, and reinforcement systems, • Participate in all training related to data collection and assessment, • Gather written observations for Teaching Strategies GOLD (and any other assessments) as requested by the lead teacher, • Discuss observations with the lead teacher, other teaching staff, and the Special Education Coordinator, • Regularly collect data to track students’ progress in program areas: curriculum and IEP, • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners’ needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations, • Collaborate with the Lead Teacher, special education service providers (speech, physical therapist,occupational therapist), ELL teacher and other Assistant Teachers to address student needs in the classroom, • Contribute productively to the school as a whole, • Attend and participate in school events outside of regular school hours, • Possess a minimum of a High School Diploma (an Associate’s degree or Bachelor’s degree preferred), • At least two years of classroom experience, preferably in a public school or urban setting, • Willingness to take Behavior Technician and Crisis Prevention and Intervention (CPI) training, • At least three years of combined experience as a teacher preferred, • Meet state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education, or meet eligibility, including a Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion, • Strong communication skills (both oral and written)

Job DescriptionPosition: Dedicated AideLocation: Washington, DC 20012Position Type: Full-timeReports to: SPED Coordinator Position Summary: Our partner school seeks dedicated aides who are dedicated to public Montessori and are excited to help shape this transformational school. The dedicated aide assists students, helps them adapt to their classroom environment, and supports their learning to function independently at school. Under the direction of the Special Education Coordinator, and with the support of the Montessori Support Specialists, the dedicated aide uses research-based interventions to support their student’s academic, social-emotional, and behavioral growth. Essential Functions and Responsibilities: The Dedicated Aide is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00 am-4:00 pm. Responsibilities include the following: • Work with up to 4 students simultaneously while in the resource room; work with up to 2 students simultaneously while in the general education setting, • Use the research-based strategies or interventions specified in the student’s IEP, 504, BIP, or other written plan to:, • Academic Support: Implement and document the use of student accommodations and modifications as outlined in the student’s Individualized Education Plan (IEP)., • Academic Support: Encourage and support student participation in scheduled lessons throughout the school day (i.e. individualized, small group, whole group, etc.)., • Social/Emotional Support: monitor/document students’ ability to initiate/respond to social interaction from peers; model appropriate social behavior; model emotional regulation strategies (supported by special education teachers and/or Counselors) and monitor students’ ability to co-regulate., • Behavior Support: Keep the student safe and ensure the student engages in safe behavior with their classmates;, • Engage students in work and ensure that the student follows classroom norms and expectations, • Ability to reteach lessons to students, • Encourage self-discipline, independence, and responsibility, • Participate in professional development provided by the school on Montessori pedagogy, the appropriate use of Montessori classroom materials, and approved modifications of these materials., • Stay with all assigned students at all times, but fall back when the student is engaging appropriately and independently, • Collaborate with classroom Guide and Assistant(s) to fully understand classroom routines; assist students in daily routines of the classroom (including greeting the Guide and transitions between activities in the class)., • Implement any behavior or crisis plans that the student may have, including Behavior Intervention Plans as designed by a BCBA., • Maintain data systems for all assigned students; collect and keep data as requested, including frequency data for behaviors, student activities, etc., • Engage with all students’ related service providers, be present and participate (when appropriate) during the delivery of related services, and provide continuity between classroom interventions and related services., • Communicate effectively and professionally with colleagues, specifically the SPED Teacher and Special Education Coordinator, • Participate in meetings, including:, • Biweekly meetings of the student support team, • Weekly meetings of the classroom team, • IEP meetings (as necessary), • Inter-departmental meetings (as necessary), • All staff meetings, • Assist daily with arrivals, dismissals, and before care, • Assist with classroom setup following dismissal, • Participate in other school functions as requested by the Executive Director, • Other duties, as assigned Required Competencies and Qualifications: • Firmly committed to upholding the school’s mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Patience, punctuality, and responsibility, • Team player; experience working with an instructional team, • Excellent communication skills, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Enthusiasm and commitment to our vision and mission Education and Experience: • Experience working with diverse populations of students, parents, and families., • High school diploma or equivalent required; bachelor’s degree preferred, • Previous experience working with young children with behavior and academic challenges, • Previous experience in a Montessori setting preferred, • Experience with families from diverse backgrounds, • Certification in SafetyCare preferred, • Completion of a 40-hour online training course, selected by the school, within a timeframe set by the SPED Coordinator

Job Description Summary We are looking for a qualified and loving Bilingual Teacher (English / Spanish) to work at our Arlington location with our Pre-K students. The classrooms have a Spanish teacher and an assistant teacher, together you will make a dynamic team! Duties Responsibilities: • Employ a variety of educational techniques (storytelling, educational play, media, etc.) to teach children., • Employ a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co-teaching) and small-group learning., • Observe and develop each child help them improve their social competencies and build self-esteem, • Encourage children to interact with each other and resolve occasional conflicts, • Guide children to develop their artistic and practical capabilities through a carefully constructed curriculum to ensure kindergarten readiness, • Track children's progress and report to parents through daily written communication, twice yearly parent teacher conferences, and semesterly progress reports, • Collaborate with other educators, • Contribute productively to the school as a whole, • Participate in in-service and staff development activities and staff meetings as required or assigned, • Attend and participate in established traditional school-sponsored activities (i.e. back-to-school night, recitals, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours, • Other duties as assigned Requirements Skills: • Proven English and Spanish proficiency., • Proven skills and knowledge about Teaching English (English grammar, spelling, semantics, vocabulary, etc.)., • Understanding the principles of child development and preschool educational methods., • Good communication and instructional skills.Education:, • BA in Early Childhood Education or similar degree in teaching, • CDA and further graduate work, • Ability to have transcripts transferred Nice To Haves CPR/ First Aid required within 30 days MAT certificate Daily Health Observation certificate Benefits Two weeks vacation - 1 week summer and 1 week winter Personal / sick time off - 6 days Federal holidays paid Health Insurance

Job Description:\n\nOnline Academic Coach (HigherEd, Remote, Part-Time) Instructional Connections, LLC is a comprehensive third-party provider of high-quality instructional support services for colleges and universities that offer fully online courses and degree programs. Institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous online courses at an affordable cost. In the online course, students are assigned an Academic Coach, which may also be known as or referred to as a Teaching Assistant, Course Assistant, or Instructional Associate, depending on the program. We are currently working with over 50 US public and state universities across over 75 programs, and we expect to add several additional ones in the coming year. MORE ABOUT THE POSITION: Our Academic Coaches assist with the grading of assignments according to faculty instructions, monitor discussion threads, respond to inquiries and emails within 24 hours, monitor student engagement, provide online support, and regularly partner with the university faculty of record. Academic Coaches act as facilitators and graders, while the university faculty member is the instructor of record. Approximately 75% of the courses we support are accelerated, consisting of 5 to 9-week course cycles, and the programs offer fully online courses year-round, outside of traditional semester calendars, with 4 to 7 course term starts throughout the year. On average, an Academic Coach spends about 10-30 minutes per week, per student. However, this can vary based on the course level, subject area, specific course assigned, and the number of open-ended assignments involved. Academic Coaches who consistently complete coach assignments with positive feedback from their faculty will be considered for additional student loads or sections. Our objective is to prevent overextending a coach’s commitments to ensure their capacity to serve all assigned students effectively is not compromised. In the first assignment as an Academic Coach, the practical limit is around 50 students, with 30 being more typical. An experienced Academic Coach typically supports 75-90 students. A highly proficient coach with ample time may be assigned up to 120 students, but this is the upper limit. Compensation is calculated based on a per-student-per-course formula. Since we support all disciplines, course levels (undergrad, graduate, and doctoral), and courses from 5 to 16 weeks, specific per-student-per-course rates are not disclosed until an approved Academic Coach is assigned to a course by a Lead Coach. After submitting your application, if you are selected as a candidate to begin the first step in our vetting process, you will be scheduled for an Academic Coach Pre-Employment Screening (virtual interview) session. Invited participants should plan to dedicate 4 to 6 hours to the self-paced screening, which must be completed within one week (Monday to Sunday). The screening covers details about the role and expectations of an Academic Coach, reviews best practices in online education, explores various learning management systems (LMS), FERPA, and more. If a participant does not complete this screening within their scheduled week, they may request to be rescheduled for a future session. These sessions are offered twice each month, always starting on a Monday. After successfully completing the screening session and receiving a recommendation from the facilitator, you will move on to the next step in our vetting process—contracting. Being offered a contractor agreement depends on the successful completion of the background check. All Academic Coaching positions are considered part-time work as an independent contractor (1099). A complete "Contractor Package" is required and includes a comprehensive resume or CV, official transcripts or evaluations of foreign transcripts for all degrees earned (Bachelor’s, Master’s, Post-Graduate, and Doctorate), and all completed and signed onboarding documents (Signed Agreement, W-9, Direct Deposit, etc.). Once your contractor package is complete, your name will be added to our pool of vetted and qualified Academic Coaches who are ready and available for course assignments. Once in the pool, your resume will be accessible to our Lead Coaches for review and matching with potential assignments based on the credentials and experience requested by the university faculty in their coach request. Course assignments only become available as we receive Academic Coach Requests from our university partners for upcoming course starts. The need for new Academic Coaches mainly depends on student enrollments. All course assignments are not finalized until approved by the university and are coordinated with our Lead Coaches. We usually don't get reliable enrollment projections until about two weeks before a scheduled course start date. The new Academic Coach will receive a brief orientation to the assigned program and course. Course assignments are finalized close to the course start date and depend on several factors, including the area and level of graduate study, university approval, and student enrollment. Please carefully review the minimum requirements listed below before applying, as they are NOT negotiable; our university partners have set these criteria for any applicant to qualify for assignment. FOR BUSINESS PROGRAMS (Graduate-Level/Master's Degree): A minimum of a Master’s Degree in a business-related field, with at least 18 graduate-level credit hours completed in the specific course content area listed below, is REQUIRED. A Terminal Degree or actively pursuing a Terminal Degree is STRONGLY PREFERRED. Business degrees from AACSB or ACBSP-accredited institutions are strongly desired. Some experience in online higher education is a plus.Computer Science (Master’s Degree in Computer Science or a closely related area is REQUIRED)Data Analytics (Master’s Degree is REQUIRED, PhD or DBA preferred)Economics (Master’s Degree in Economics or a closely related area is REQUIRED)Finance (Master’s Degree is REQUIRED, PhD or DBA strongly preferred, CFP preferred)Information Technology Mgmt (Master’s Degree is REQUIRED)Digital & Social Media Marketing (Master’s Degree in Digital Marketing or a closely related area is REQUIRED) FOR COMPUTER SCIENCE PROGRAMS (Graduate-Level/Master's Degree):A minimum of a Master’s Degree in Computer Science or Information Technology related field with at least 18+ graduate-level credit hours completed in the specific course content area listed below is REQUIRED—3 to 5 years of industry experience in the field.Computer Science (Master’s Degree is REQUIRED)Computer/Software Programming (Master’s Degree is REQUIRED, experience in PYTHON strongly desired)Cybersecurity/IT Security (Master’s Degree is REQUIRED)Data Analytics/Quantitative Analysis with PYTHON experience (Master’s Degree REQUIRED, PhD or DBA may be preferred)Health Information Management/Health Informatics (Master’s REQUIRED, RHIA or RHIT is preferred)Information Technology Mgmt (Master’s Degree is REQUIRED) FOR NURSE PRACTITIONER PROGRAMS (Graduate/MSN/Post-Graduate Level):A current and valid RN license and a conferred Masters of Science in Nursing (MSN) or greater is required. However, a PhD in Nursing or DNP (doctorate/terminal degree) is strongly preferred for all MSN, Post-Grad NP, and DNP programs. NP candidates must be Board Certified; see below for specific area(s) of need. Nursing degrees must be from ACEN or CCNE-accredited institutions. A minimum of 3 years of nursing practice experience is required; prior teaching experience (trainer, clinical, preceptor, face-to-face, or online) is preferred.Adult-Gerontology Acute Care/Primary Care Nurse Practitioner [AGACNP-BC/AGPCNP-BC] (min. MSN in NP REQUIRED with NP License (APRN) and board certification with prescriptive authority)Pediatric Acute Care/Primary Care Nurse Practitioner [CPNP-PC/CPNP-AC] (min. MSN in NP REQUIRED with NP License (APRN) and board certification with prescriptive authority)Psychiatric Mental Health Nurse Practitioner [PMHNP] (min. MSN in NP REQUIRED with NP License(APRN) and board certification with prescriptive authority) FOR HEALTH SCIENCES/SERVICES PROGRAMS (Graduate/Master's Degree)A minimum of a Master's Degree with at least 18+ graduate-level credit hours completed in the specific course content area listed below is REQUIRED. Experience in online higher education is preferred. A doctorate/terminal degree may be preferred in some areas or for specific courses.Health Information Management/Health Informatics (Master’s REQUIRED, RHIA or RHIT is preferred)Human Nutrition/Dietetics (Master’s Degree in Nutrition or Dietetics REQUIRED)Radiologic Sciences (Master’s Degree is REQUIRED, with a valid Radiology Tech or other closely related Licensure/Certification)Respiratory Therapy (Master’s Degree is REQUIRED, with a valid Respiratory Therapy Licensure/Certification FOR OTHER DISCIPLINES (Undergraduate and/or Graduate Level):A minimum of a Master’s Degree with at least 18 graduate hours in the specific course content area listed below is REQUIRED; this does NOT include any undergraduate courses or credit hours. A Master's in Education or Teaching (MEd, MAT, etc.) is NOT suitable, as a Master's Degree in the specific content area is REQUIRED. Some experience in online higher education is preferred. A doctorate or terminal degree may be preferred in certain fields or for specific courses.Communication Studies (Master’s Degree in Communications or other closely related fields, experience teaching Business Communications or Business Writing in an online format is desired)Geology/Geography/Geographic Information Science (GIS)/Geospatial Intelligence (Master's Degree in GIS or closely related REQUIRED)Philosophy (Master’s Degree in Philosophy, Humanities, or other closely related field is REQUIRED)Statistics (Master’s Degree in Statistics or closely related area REQUIRED, experience in statistical modeling and analysis)Media/Motion Pictures/Film Studies (Master’s Degree in Media/Motion Pictures/Film Studies or other closely related field is REQUIRED) Please carefully review the minimum requirements listed above before applying, as they are NOT negotiable; our university partners have set these criteria for any applicant to qualify for assignment. We will evaluate educational degrees and certifications for qualification and consideration. Applications that do not meet the stated minimum requirements will not be reviewed or contacted. These virtual positions do not require residency in a specific city or state; however, all applicants must either be a U.S. citizen or possess a valid and current work authorization (EAD) from the U.S. Citizenship and Immigration Services (USCIS - ). Applicants for employment in the U.S. must possess current and valid work authorization that does not now or in the future require any sponsorship or other support/documentation of a visa for employment authorization (EAD) in the United States with Instructional Connections (i.e., H1-B visa, F-1 visa (OPT), TN visa, or any other non-immigrant status). Thank you; we appreciate your interest. \n\nCompany Description:\n\nInstructional Connections, LLC (IC) was established and incorporated in 2010. We are an independent, third-party provider of high-quality instructional support services to colleges and universities in the United States that offer online courses and degree programs. Higher education institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous courses and programs, meeting the needs of growing enrollments and scaling their online offerings. Our Academic Coaches provide instructional support within the online courses, operating under the direction of the faculty. The Academic Coach may sometimes be referred to by a different title for various programs at the university's discretion, such as Teaching Assistant, Course Assistant, Instructional Associate, etc.\n\nWe currently work with 50+ public and state universities across the United States, supporting over 75 programs in various disciplines and subject areas, including Business (MBA, MAcc, MFin, MIS, MPA, etc.), Nursing (RN-BSN, MSN, NP, etc.), Health Sciences (MPH, MHA, MHS, etc.), Education (MAT, MEd, EdS, etc.), Computer Science (MCS, MSCS, MIT, etc.) and Criminal Justice.\n\nSometimes, we may be asked to help an institution in finding instructors, adjuncts, observers, and other educational professionals strictly on a limited, as-needed basis. \n\nAn Equal Opportunity Employer - M/F/D/V\n\nInstructional Connections, LLC provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Instructional Connections, LLC complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.\n\nInstructional Connections, LLC, expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Instructional Connections' employees and contractors to perform their job duties may result in discipline up to and including discharge.Instructional Connections, LLC (IC) was established and incorporated in 2010. We are an independent, third-party provider of high-quality instructional support services to colleges and universities in the United States that offer online courses and degree programs. Higher education institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous courses and programs, meeting the needs of growing enrollments and scaling their online offerings. Our Academic Coaches provide instructional support within the online courses, operating under the direction of the faculty. The Academic Coach may sometimes be referred to by a different title for various programs at the university's discretion, such as Teaching Assistant, Course Assistant, Instructional Associate, etc.\r\n\r\nWe currently work with 50+ public and state universities across the United States, supporting over 75 programs in various disciplines and subject areas, including Business (MBA, MAcc, MFin, MIS, MPA, etc.), Nursing (RN-BSN, MSN, NP, etc.), Health Sciences (MPH, MHA, MHS, etc.), Education (MAT, MEd, EdS, etc.), Computer Science (MCS, MSCS, MIT, etc.) and Criminal Justice.\r\n\r\nSometimes, we may be asked to help an institution in finding instructors, adjuncts, observers, and other educational professionals strictly on a limited, as-needed basis. \r\n\r\nAn Equal Opportunity Employer - M/F/D/V\r\n\r\nInstructional Connections, LLC provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Instructional Connections, LLC complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.\r\n\r\nInstructional Connections, LLC, expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Instructional Connections' employees and contractors to perform their job duties may result in discipline up to and including discharge.

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