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Job Description At Rebecca School, we support students ages 3–21 with neurodevelopmental delays through the DIRFloortime® model. Guided by values of respect, relationships, and emotional growth, we help students connect and thrive. Join us and make a lasting difference in their lives. As a Special Education Teacher at Rebecca School, you will design and deliver individualized instruction grounded in the DIRFloortime® model to help students with neurodevelopmental and related disorders build communication, social, and emotional skills. You’ll collaborate closely with therapists, families, and team members to create a joyful, supportive learning environment where every student can thrive. What You’ll Need * Bachelor’s degree in education or related field; master’s degree preferred * New York State certification in Special Education (or eligibility) * Experience working with students with autism spectrum disorder or developmental differences * Strong collaboration, communication, and problem-solving skills * Commitment to the DIRFloortime® approach and relationship-based teaching What You’ll Do * Develop and implement individualized instructional programs tailored to student strengths and needs * Incorporate social-emotional and sensory regulation goals into daily learning activities * Collaborate with therapists, paraprofessionals, and families to ensure consistent support across settings * Collect and analyze student data to inform instruction and goal setting * Foster a positive, safe, and engaging classroom that encourages communication and independence Why You’ll Love Working Here * Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays * Wellness perks including gym discounts, mindfulness apps, and prescription savings * Tuition reimbursement, career development programs, and leadership training * 401(k) retirement savings with a 4% company match and immediate vesting * Health, dental, and vision insurance * Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources * Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you Rebecca School is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at . Compensation Range: $53K - $75K

Job Description At Rebecca School, we support students ages 3–21 with neurodevelopmental delays through the DIRFloortime® model. Guided by values of respect, relationships, and emotional growth, we help students connect and thrive. Join us and make a lasting difference in their lives. As a Special Education Teacher at Rebecca School, you will design and deliver individualized instruction grounded in the DIRFloortime® model to help students with neurodevelopmental and related disorders build communication, social, and emotional skills. You’ll collaborate closely with therapists, families, and team members to create a joyful, supportive learning environment where every student can thrive. What You’ll Need * Bachelor’s degree in education or related field; master’s degree preferred * New York State certification in Special Education (or eligibility) * Experience working with students with autism spectrum disorder or developmental differences * Strong collaboration, communication, and problem-solving skills * Commitment to the DIRFloortime® approach and relationship-based teaching What You’ll Do * Develop and implement individualized instructional programs tailored to student strengths and needs * Incorporate social-emotional and sensory regulation goals into daily learning activities * Collaborate with therapists, paraprofessionals, and families to ensure consistent support across settings * Collect and analyze student data to inform instruction and goal setting * Foster a positive, safe, and engaging classroom that encourages communication and independence Why You’ll Love Working Here * Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays * Wellness perks including gym discounts, mindfulness apps, and prescription savings * Tuition reimbursement, career development programs, and leadership training * 401(k) retirement savings with a 4% company match and immediate vesting * Health, dental, and vision insurance * Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources * Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you Rebecca School is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at .

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks an Upper School Math Teacher, Grades 9-12, to start in August 2026, teaching sections ranging from Geometry to Calculus. GCDS is looking to engage with candidates who employ an entrepreneurial mindset in their approach to education and would bring that skillset to teaching in our collaborative, interdisciplinary, project-based Upper School program. Successful candidates will possess content and pedagogical expertise, a dedication to collaboration, and a creative and flexible approach to curriculum design and instruction. Interdisciplinary proficiency is highly desirable. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Responsibilities Include: • Instructional responsibility in content area, • Oversight and assessment of the development and progress of each child, • Communication with parents, students, and colleagues, • Collaborative work with colleagues on grade level, subject area, and interdisciplinary faculty teams, • Minimum of a Bachelor’s Degree, • A minimum of 3 years of successful classroom teaching experience with students in this age group, or demonstrated professional competency, • Experience with inquiry-based and/or project-based learning, • A passion for learning and the ability to motivate and inspire students, • Excellent written and verbal communication skills, • Commitment to building a diverse, equitable, and inclusive school community, • Willingness to take on multiple roles within the school, • Advanced degree in academic/research field and/or professional experience within your area of practice, • Demonstrated capacity and desire to teach across multiple disciplines/subject areas, • Experience in and desire to build culture and community with both adults and students, • Experience as an academic advisor, • Experience advising independent and original student research, • Athletic coaching experience Powered by JazzHR Y5AQsLSACK

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment, which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks to hire a Technology Integration and Support Specialist to start in July 2026. The Technology Integration and Support Specialist is a dynamic, student-centered role grounded in hands-on, project-based, and interdisciplinary learning within a K–12 environment. This position bridges instructional technology and technical support, supporting both the meaningful integration of technology into teaching and learning and the maintenance, troubleshooting, and repair of campus technology systems and devices. The role collaborates closely with faculty, staff, and students to design and facilitate creative, real-world learning experiences while ensuring reliable day-to-day operation of devices and classroom systems. Key Responsibilities 1. Technology Integration & Instructional Support ● Design, plan, and implement hands-on, project-based, and interdisciplinary technology- integrated lessons ● Model and co-teach lessons incorporating: ○ Digital tools ○ STEM/STEAM ○ AI literacy ○ Maker-centered learning (design, prototyping, iteration) ● Promote instructional practices that emphasize: ○ Creativity ○ Student agency ○ Real-world application ● Support student development in: ○ Digital literacy ○ AI literacy ○ Creative problem-solving ○ Design thinking ○ Responsible technology use ● Provide professional development and coaching for faculty on: ○ Instructional technology tools ○ Project-based learning strategies ● Develop and lead workshops for: ○ Faculty ○ Students ○ Families ● Support onboarding and training of new faculty ● Partner with faculty across disciplines (humanities, arts, sciences) to create cross- curricular experiences ● Support and expand programs such as: ○ Coding ○ AI literacy ○ Robotics ○ Maker space ○ 3D printing ○ Physical computing ○ Multimedia creation ○ Student-driven projects 2. Technical Support & Helpdesk Services ● Serve as a primary point of contact for helpdesk requests ● Provide Level 1 technical support: ○ Login issues ○ Connectivity ○ Application troubleshooting ● Document all support requests and resolutions ● Support classroom technology systems ● Troubleshoot and maintain: ○ Printers ○ Copiers ○ Campus-wide peripherals ● Ensure rapid issue resolution to support uninterrupted, hands-on learning 3. Device Management & Repair ● Diagnose and repair hardware issues for student and faculty devices ● Manage technology repairs, including coordination with external technicians ● Perform component-level repairs: ○ Screens ○ Keyboards ○ Batteries ○ Internal components ● Manage loaner device systems ● Oversee: ○ Device deployment ○ Imaging ○ Updates ○ Lifecycle processes ● Maintain parts inventory and manage warranty/RMA processes ● Support multiple operating systems: ○ Windows ○ ChromeOS ○ macOS ● Ensure devices are consistently available for creative, project-based learning 4. Systems & Software Support ● Troubleshoot: ○ Operating system issues ○ Performance problems ○ Software conflicts ● Support platforms such as: ○ Google Workspace ○ Microsoft Office ● Assist with: ○ Updates and patches ○ Device configuration (drivers, firmware, BIOS) ● Support device management platforms and classroom tools ● Maintain vendor self-maintainer certifications ● Assist Network Administrator 5. Program Support & Innovation ● Support and/or manage: ○ Maker spaces ○ Robotics programs ○ Coding initiatives ○ Technology-related extracurriculars ● Emphasize: ○ Hands-on design and fabrication ○ Iterative prototyping ● Collaborate on: ○ Innovation initiatives ○ Cross-disciplinary curriculum development ● Support student-led: ○ Projects ○ Clubs ○ Showcases ● Stay current with emerging technologies and instructional strategies ● Contribute to evaluation and development of technology programs Required Qualifications ● Bachelor’s degree or equivalent experience ● Strong knowledge of educational technology tools and instructional practices ● Experience facilitating hands-on or project-based learning environments ● Experience with device troubleshooting and technical support ● Familiarity with: ○ Windows ○ macOS ○ ChromeOS ● Strong communication and collaboration skills Preferred Qualifications ● Experience in a school or classroom environment ● CompTIA A+ or equivalent certification ● Experience with: ○ Google Workspace ○ Google Classroom ○ Device management systems ● Background in: ○ Coding ○ Robotics ○ Maker education ○ Design thinking ○ Fabrication ○ STEM/STEAM integration ● Experience leading professional development Core Competencies ● Instructional Innovation Creativity ● Design Thinking Maker Mindset ● Facilitation of Project-Based Learning ● Interdisciplinary Curriculum Integration ● Technical Troubleshooting Problem Solving ● Collaboration Relationship Building ● Communication Training ● Flexibility Growth Mindset ● Student-Centered Mindset Working Environment ● Full-time, 12-month position in a K–12 school setting ● Requires mobility across campus ● Ability to lift up to 50 lbs (equipment, displays, etc.) ● Must pass required background checks Interested candidates are invited to use the link provided to submit a cover letter and resume to Raquel Salcedo, Director of Recruiting & Talent. 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Job Description • $750– on completion of 3 months of employment, • $750 -on completion of 6 months of employment SPECIAL EDUCATION TEACHER • Qualifications:, • Baccalaureate Degree, • New York State Teaching Certificate-Special Education, • Willingness to complete Personalized System of Instruction (PSI) training modules in a timely manner. Three tiered training modules include knowledge of the terminology of the science of Applied Behavior Analysis, fast and accurate presentation and consecution of instruction (learn units), and analysis of individual student data., • Ability and willingness to train and supervise teacher aides in appropriate presentation of instruction and consecution of student behavior. Ability to model appropriate classroom behavior., • Sensitivity to the communication, academic, and social needs of students with developmental disabilities at all levels of independence., • Accountability Accountable to Program Coordinator/Senior Behavior Analyst and the Behavior Analyst Supervisor and indirectly accountable to the Executive Director. • Responsibilities, • Programming, • Conducts individualized criterion-referenced inventories of behavior repertoires (assessments) for all students on an annual basis., • Presents individualized instruction to all students with a minimum per student and measures, graphs, and analyzes all students’ progress on all IEP objectives daily., • Analyzes student progress on a daily or moment-to-moment basis and works closely with Behavior Analyst Supervisors to design phase and change and note objectives for each individual student., • Work with the Behavior Analyst Supervisor on the development of curricula and behavior procedures to be followed in the classrooms., • Supervision, • Supervises and guides teacher aids in the application of behavioral techniques, • Ensures that programs are followed and data recorded appropriately, • Models appropriate classroom behavior for all classroom staff., • Evaluation, • Assess students’ abilities according to their performance on criterion-referenced assessments, authentic assessments, and instructional objectives., • Constructs ongoing analysis of problems and progress in IEP programs., • Reviews communication, academic, and social progress of students at CSE meetings, and annual and semi-annual interdisciplinary team meetings., • Maintain an up-to-date account of students’ educational progress (IEP updates and student progress reports) and analyze program data daily., • Completes IEP Packets for all students for NY State requirements, • Cooperatively reviews all class grouping lists and evaluates requests for reassignments with Behavior Analyst Supervisors, specialists, and teachers of students involved., • Fiscal Planning, • Makes use of educational materials available, recommends to the Behavior Analysts Supervisors additional materials that should be obtained (with permission from the Director of Education), and purchases additional curricular supplies as needed., • Reports to Behavior Analyst Supervisors on the conditions of classroom equipment and the physical environment (writes work orders for repairs) and ensures that classrooms are kept clean and in good condition., • Additional Responsibilities, • Participates in the preparation of community-oriented programs., • Maintains daily attendance records., • Completes data summaries, • Participates in professional staff meetings, behavior analysis courses (when offered), and the Personalized System of Instructions (PSI) training modules provided as part of ongoing, in service training., • Maintains communication with families/agencies regarding students’ programs., • Completes summaries of student’s progress four times a year., • Participates in pre-placement screening and evaluations of prospective students., • Ensures compliance with all New York State Education Department regulations., • Attends professional conferences and in-service training sessions as scheduled during the year., • Communicate with Behavior Analysis Supervisors in a timely manner whenever behavioral, instructional, or health and safety problems arise., • Maintains up-to-date scripted curricula and communicates to other classroom staff regarding changes in students’ programs., • Arrives at work on time every day., • Protect the health, safety, and welfare of all students at all times, and adequately supervise or arrange for adequate supervision of students at all times (including break times)., • Assumes their responsibilities as assigned. 8. Physical Responsibilities · Sitting, standing, bending, lifting, and moving intermittently during work hours · Must be able to cope with the mental and emotional stress of the position · Must possess sight and hearing senses or use prosthetics that will enable these senses to function adequately so that the requirements of the position can be fully met · Must function independently, have personal integrity, be flexible, and be able to work effectively with other personnel · Must be in good general health and demonstrate emotional stability #ZR Company DescriptionWe are a dynamic and diverse group making a difference in the lives of people with autism and other developmental disabilities. We seek team members that are passionate and committed to service. We offer ongoing training to our employees in order to provide opportunities for growth. Please take a look at our career opportunities, whether you are looking for the next step in your career, or are just starting out.We are a dynamic and diverse group making a difference in the lives of people with autism and other developmental disabilities. We seek team members that are passionate and committed to service. We offer ongoing training to our employees in order to provide opportunities for growth. Please take a look at our career opportunities, whether you are looking for the next step in your career, or are just starting out.

Job DescriptionDescription: Key Responsibilities • Provide high-quality individual and group swim instruction using established skill progressions and lesson frameworks, while keeping classes engaging, well-paced, and responsive to swimmer needs. Instruction should balance structure with creativity and adapt to a range of abilities, ages, and learning styles., • Design and deliver inclusive lessons that support swimmers with varying skill levels, comfort in the water, and learning needs, including individuals with sensory sensitivities, physical differences, or developmental considerations, in alignment with accessible aquatics practices., • Prepare lesson plans and instructional blocks in advance of each session to ensure safety, consistency, and clear skill progression across both private and group classes., • Maintain working knowledge of the full swim curriculum, including drills, songs, equipment use, and instructional strategies, and remain prepared to assist with or substitute for classes outside of one’s regular assignment as needed., • Arrive poolside ready to teach at least 10 minutes prior to scheduled classes, ensuring instructional equipment is prepared and assisting with shared pool setup and breakdown when required., • Accurately track attendance, update swimmer skill progressions, and complete evaluations and required documentation in a timely manner to support swimmer development and program quality., • Participate in required in-service trainings, staff meetings, and professional development opportunities, and maintain reliable attendance throughout each session., • Communicate proactively with the Aquatics Director regarding swimmer needs, instructional challenges, safety concerns, or opportunities for improvement, and incorporate feedback to strengthen teaching practice., • Secure appropriate substitute coverage when unable to teach a scheduled class, ensuring continuity of instruction and alignment with curriculum and safety standards., • Deliver welcoming, respectful, and professional customer service to all swimmers and families, and demonstrate familiarity with YWCA aquatics policies related to scheduling, make-ups, cancellations, and program guidelines., • Support the YWCA’s mission by fostering a safe, inclusive, and empowering pool environment for all participants, families, and staff., • Perform additional related duties as assigned to support aquatics operations.Requirements: Qualifications: Education: High School Diploma or GED. Experience: • 1-year previous aquatics experience for entry-level consideration. Knowledge/Skills/Abilities • Thorough knowledge and application of teaching swimming and water safety skills, • Leadership and communication skills, • Ability to work independently and possess energy and enthusiasm. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall: • Use strength to lift items needed to perform the functions of the job., • Sit and stand 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. In certain situations, American Sign Language. Braille, or other language may also be considered as acceptable forms of communication., • Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls.

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and up to $5,000 annual tuition assistance for graduate school. GCDS will provide housing on campus or nearby. Greenwich Country Day School seeks a Social Sciences Teacher, Grades 9-12, to start in August 2026. Based on their interests and experience, this faculty member will contribute to a strong and diverse Social Sciences program, centered on a core structure of 9th Grade Global Studies, 10th Grade American Studies, and more than forty 11th- and 12th-grade and Advanced Social Sciences electives. They will also have the opportunity to participate in thesis advising. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Responsibilities Include: • Instructional responsibility in content area, • Oversight and assessment of the development and progress of each child, • Communication with parents, students, and colleagues, • Collaborative work with colleagues on grade level, subject area, and interdisciplinary faculty teams, • Minimum of a Bachelor’s Degree, • A minimum of 3-years of successful classroom teaching experience with students in this age group, or demonstrated professional competency, • Experience with inquiry-based and/or project-based learning, • A passion for learning and the ability to motivate and inspire students, • Excellent written and verbal communication skills, • Commitment to building a diverse, equitable, and inclusive school community, • Willingness to take on multiple roles within the school, • Advanced degree in academic/research field and/or professional experience within your area of practice, • Demonstrated capacity and desire to teach across multiple disciplines/subject areas, • Experience in and desire to build culture and community with both adults and students, • Experience as an academic advisor, • Experience advising independent and original student research, • Athletic coaching experience Powered by JazzHR 70ZaZirpUB

Job Description Job Title: Assistant Clinical Professor of Applied Behavior Analysis Department: Special Education, School of Education Reports to: Dean, School of Education Effective Date: July 1, 2026 of Direct Reports: 0 of People Supported: 0 Job Description: The Department of Special Education in Manhattanville University’s School of Education (SOE) seeks an outstanding candidate with training in applied behavior analysis (ABA) for a 12-month non-tenure track, clinical assistant/associate professor position. The Clinical Assistant/Associate Professor of Applied Behavior Analysis has annual workload of 30 credits. The Clinical Assistant/Associate Professor of Applied Behavior Analysis is a member of the Department of Special Education in the School of Education who is responsible for providing leadership and direction for the MPS in Applied Behavior Analysis online program, its faculty, and students. The position interacts with the SOE’s leadership to reinforce a student-centered culture of academic excellence. In addition to teaching, this role includes enrollment management responsibilities, accreditation oversight, and working in collaboration with adjunct faculty, students, and external stakeholders to achieve the mission and outcomes. The Clinical Assistant/Associate Professor of Applied Behavior Analysis plays a critical role in enhancing the student experience, accreditation success, and promoting the program's growth and development. The successful candidate should have at least one year of higher education teaching experience and mentoring students and one year of professional practice experience in ABA. Furthermore, candidates will show the capacity to contribute to the mission and goals of the Department of Special Education, the SOE and the professional community as well as exhibit the ability to be flexible and work in an environment of expansion and change. Supervisory Responsibilities: · None Duties/Responsibilities: · Teach 30 credits in the online Applied Behavior Analysis MS program, and other programs as necessary and qualified. · Ensure the program’s compliance with ABAI standards and NYSED Office of the Profession’s licensing requirements · Identify and vet placements for students’ fieldwork hours · Collaborate with instructional technologists to design best-in-class online courses · Coordinate student recruitment opportunities with the Office of Admissions · Collaborate with internal faculty and external stakeholders including partners, and ABAI and NYSED representatives Required Skills/Abilities: · Experience supervising graduate students in clinical or educational settings. · Demonstrated ability to work with diverse student populations. · Experience designing and teaching online courses Qualifications: · Certification as a Board-Certified Behavior Analyst (BCBA-D), in good standing by the time of appointment with doctoral designation · Hold or be eligible to hold behavior analysis licensure in New York State. · A minimum of one year of full-time experience educating individuals with disabilities. Education: · Earned doctorate in Special Education, Applied Behavior Analysis and/or related area. Experience: · Teaching graduate courses in ABA and other Special Education courses as qualified and necessary · Advising and mentoring students Physical Requirements: · Prolonged periods of sitting at a desk and working on a computer. Hours Expectation: Full-time, 35 hours per week Housing: Housing is not provided. Benefits: Manhattanville University also offers a highly competitive and comprehensive benefits package, including tuition remission. For more information regarding benefits, please visit our benefits page: Manhattanville Benefits Applications will be reviewed as they are received, and qualified candidates may be invited to interview before the application deadline. We encourage you to apply early, as the position may be filled prior to the closing date. Hiring is contingent upon final budget approval by the University. Applicants must be legally authorized to work in the United States for the duration of their employment. Manhattanville University is an Equal Opportunity Employer. In compliance with Title VII of the 1964 Civil Rights Act, and other applicable federal and state statutes, all recruiting, hiring, training, and promoting for all job classifications will be administered without regard to race, color, ancestry, age, sex, national origin, pregnancy or childbirth, disability, military veteran status or other applicable status protected by law, including state of employment protected classes. If you are unable to complete this application process, contact Manhattanville Human Resources at to ask for assistance. Powered by ExactHire:187935

Job Description • $750– on completion of 3 months of employment, • $750 -on completion of 6 months of employment SPECIAL EDUCATION TEACHER • Qualifications:, • Baccalaureate Degree, • New York State Teaching Certificate-Special Education, • Willingness to complete Personalized System of Instruction (PSI) training modules in a timely manner. Three tiered training modules include knowledge of the terminology of the science of Applied Behavior Analysis, fast and accurate presentation and consecution of instruction (learn units), and analysis of individual student data., • Ability and willingness to train and supervise teacher aides in appropriate presentation of instruction and consecution of student behavior. Ability to model appropriate classroom behavior., • Sensitivity to the communication, academic, and social needs of students with developmental disabilities at all levels of independence., • Accountability Accountable to the Program Coordinator/Senior Behavior Analyst and the Behavior Analyst Supervisor and indirectly accountable to the Executive Director. • Responsibilities, • Programming, • Conducts individualized criterion-referenced inventories of behavior repertoires (assessments) for all students annually., • Presents individualized instruction to all students with a minimum per student and measures, graphs, and analyzes all students’ progress on all IEP objectives on a daily basis., • Analyzes student progress on a daily or moment-to-moment basis and works closely with Behavior Analyst Supervisors to design phase and change and note objectives for each individual student., • Work with the Behavior Analyst Supervisor on developing curricula and behavior procedures to be followed in the classrooms., • Supervision, • Supervises and guides teacher aids in the application of behavioral techniques, • Ensures that programs are followed and data recorded appropriately, • Models appropriate classroom behavior for all classroom staff., • Evaluation, • Assess students’ abilities according to their performance on criterion-referenced assessments, authentic assessments, and instructional objectives., • Constructs ongoing analysis of problems and progress in IEP programs., • Reviews communication, academic, and social progress of students at CSE meetings, annual and semi-annual interdisciplinary team meetings., • Maintain an up-to-date account of students’ educational progress (IEP updates and student progress reports) and analyze program data daily., • Completes IEP Packets for all students for NY State requirements, • Cooperatively reviews all class grouping lists and evaluates requests for reassignments with Behavior Analyst Supervisors, specialists, and teachers of students involved., • Fiscal Planning, • Makes use of educational materials available, recommends to the Behavior Analysts Supervisors additional materials that should be obtained (with permission from the Director of Education), and purchases additional curricular supplies as needed., • Reports to Behavior Analyst Supervisors on the conditions of classroom equipment and the physical environment (writes work orders for repairs) and ensures that classrooms are kept clean and in good condition., • Additional Responsibilities, • Participates in the preparation of community-oriented programs., • Maintains daily attendance records., • Completes data summaries, • Participates in professional staff meetings, behavior analysis courses (when offered), and the Personalized System of Instructions (PSI) training modules provided as part of ongoing in service training., • Maintains communication with families/agencies regarding students’ programs., • Completes summaries of student’s progress four times a year., • Participates in pre-placement screening and evaluations of prospective students., • Ensures compliance with all New York State Education Department regulations., • Attends professional conferences and in-service training sessions as scheduled during the year., • Communicate with Behavior Analysis Supervisors in a timely manner whenever behavioral, instructional, or health and safety problems arise., • Maintains up-to-date scripted curricula and communicates to other classroom staff regarding student program changes., • Arrives at work on time every day., • Protect the health, safety, and welfare of all students at all times, and adequately supervise or arrange for adequate supervision of students at all times (including break times)., • Assumes their responsibilities as assigned. 8. Physical Responsibilities · Sitting, standing, bending, lifting, and moving intermittently during work hours · Must be able to cope with the mental and emotional stress of the position · Must possess sight and hearing senses or use prosthetics that will enable these senses to function adequately so that the requirements of the position can be fully met · Must function independently, have personal integrity, be flexible, and able to work effectively with other personnel · Must be in good general health and demonstrate emotional stability #ZR Company DescriptionWe are a dynamic and diverse group making a difference in the lives of people with autism and other developmental disabilities. We seek team members that are passionate and committed to service. We offer ongoing training to our employees in order to provide opportunities for growth. Please take a look at our career opportunities, whether you are looking for the next step in your career, or are just starting out.We are a dynamic and diverse group making a difference in the lives of people with autism and other developmental disabilities. We seek team members that are passionate and committed to service. We offer ongoing training to our employees in order to provide opportunities for growth. Please take a look at our career opportunities, whether you are looking for the next step in your career, or are just starting out.

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value, along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment, which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a dedicated and innovative Upper School Learning Resource Teacher to join our academic support team in August 2026. The ideal candidate will have expertise in STEM education and Multi-Tiered System of Supports (MTSS). This role is pivotal in supporting diverse learners, ensuring they achieve academic success while fostering independence, resilience, and a love for learning. Key Responsibilities 1. Academic Support and Instruction: • Provide targeted and individualized support for high school students in STEM subjects, adapting instruction to accommodate diverse learning styles and abilities in a support class format., • Create and run study groups for review sessions and test prep., • Collaborate with STEM faculty to design and implement differentiated instruction, ensuring accessibility for students with learning differences., • Support students in mastering core STEM concepts and developing critical thinking and problem-solving skills. 2. Student Support: • Monitor and assess student progress, adjusting interventions as necessary to ensure academic and personal growth., • Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments., • Support the team with data collection that focuses on progress monitoring 3. Executive Functioning Development: • Teach strategies for effective note-taking, test preparation, and managing long-term projects., • Provide coaching and tools to help students enhance skills in organization, time management, goal setting, and task prioritization., • Foster student self-awareness and self-advocacy to build confidence and autonomy. 4. Collaboration and Consultation: • In collaboration with the student support team, identify student needs and interventions., • Work closely with teachers, counselors, and families to create cohesive support plans tailored to each student's needs. 5. Student Advocacy and Mentorship: • Serve as a trusted advisor and mentor to students, building meaningful relationships that promote well-being and academic success., • Advocate for students in meetings with parents, teachers, and administration., • Bachelor’s degree in a related course of study, • Mastery of high school-level math and science courses, including Algebra, Geometry, PreCalculus, Biology, Chemistry, and Physics., • Demonstrated expertise in working with students with diverse learning profiles, including neurodivergent learners., • Experience teaching or supporting high school-level STEM courses., • Strong understanding of executive functioning skills and strategies to support their development., • Exceptional communication, collaboration, and organizational skills., • Advanced degree in education, STEM-related field, or special education., • Certification in STEM instruction, special education, or a related area is highly desirable., • Experience with assistive technology and accommodations for students with disabilities. Powered by JazzHR 961Fw3IV2P

Job Description Join the Global LT community and help provide language lessons to business professionals and their families worldwide. We are hiring English Language Teachers to provide in-person customized lessons to our clients in White Plains, New York. Job Information: Class 186153-Child: 3 years old (Lessons can be back-to-back with sibling, 186154) Availability: Wednesday, Thursday mornings Preferred start date: after August 1 Lesson Frequency: 2 Lesson Duration: 30 Student’s location: White Plains, New York 10605 (Near German International School New York) Relocation date: Moving on August Preferred platform: in-person Current target language level: Complete beginner Native and other spoken languages: Mandarin and German Student’s language needs and goals: The student will be 3 years old in December 2025, so her needs are fundamental. She needs to be able to understand her teachers at the nursery in the new country. She will start her new preschool in December 2025, when she turns 3 years old. Additional Information: The student attends a parent-child Mandarin class on Saturdays from 9:30 am to 10:30 am. She loves it as the teacher engages them with music, singing, games, and handicrafts. Class 186154-Child age: 5 (Lessons can be back-to-back with sibling, 186153) Availability: Wednesday, Thursday morning Preferred start date: after August 1 Lesson Frequency: 2 Lesson Duration: 30 Student’s location: White Plains, New York 10605 (Near German International School New York) Relocation date: Moving on August 1, I would like to start lessons right after relocation Preferred platform: in-person Current target language level: Complete beginner Native and other spoken languages: Mandarin and German Student’s language needs and goals: The Student is 5 years old and needs to understand her nursery teachers and her new "friends" in the new country. Her first day of kindergarten is on September 2, 2025. Therefore, it is best to start with very basic words and sentences, which she needs to feel comfortable with. Additional Information: The student attends a Mandarin school on Saturdays from 9:00 a.m. to 12:00 p.m. She loves it, as the teacher is very sweet. They sing, dance, draw, and do handicrafts in the class. They also get stickers if they do their best. Nothing about learning is her dislike, as she is more of an "invisible" child in the class. But she does not like kids who are too loud. The student loves languages, and she knows all the letters of the German alphabet. She can speak Apple, Banana, Pudding, and count one to ten in English. Her only English song is "Twinkle, Twinkle, Little Star." She has, in general, broad interests like a typical 5-year-old. She is still exploring. Drawing, singing, dancing, moving, talking, cooking, building, etc., her problem is that she needs time to open up. Responsibilities: • Delivering tailored, dynamic, effective, and engaging lessons, • Developing curricula based on learners’ proficiency level and desired outcomes, • Monitoring students’ progress and guiding learners toward learning goals, • Native or near-native written and spoken proficiency in the target language, • Certificate or degree in language teaching, education, instructional design, writing, language, linguistics, second-language acquisition, or related field, • Minimum of two years of experience Powered by JazzHR bGcci45s5S

Job Description Location: On-site at partner schools (varies by assignment) Schedule: Typically 1 hour per week after school for ~10 weeks Additional Opportunities: Some instructors run 2–4 hours per week or multiple assignments Start Dates: Rolling openings throughout the school year Compensation: $50+ per instructional hour (flexible based on experience) About the Role Concorde Education is seeking an engaging Digital Animation Instructor to lead a short-format after-school enrichment class. Students will explore the basics of animation and learn how movement, timing, and visual storytelling bring characters and scenes to life. Classes focus on hands-on creative projects using school-approved tools (often Chromebooks and browser-based animation software). This is a once-per-week enrichment class, typically running for about 10 weeks, with flexible pacing based on student needs. Example Topics Students may explore topics such as: • Animation basics (frames, timing, loops, fps), • Storyboarding and visual storytelling, • Character and background design, • Frame-by-frame animation or simple motion graphics, • Stop-motion and GIF animation, • Timing sound or music with motion, • Exporting animations for sharing or presentation, • Constructive peer feedback and creative revision, • Lead engaging project-based animation sessions, • Demonstrate animation concepts in an accessible way for beginners, • Support students as they design and create short animations, • Adapt activities based on student age and available technology, • Foster a creative and respectful classroom environment, • Communicate with school staff and Concorde program coordinators, • Minimum 60 college credits, • Experience with animation, digital media, or motion graphics, • Experience working with school-age students (school, camp, tutoring, etc.), • Strong communication and classroom facilitation skills, • Reliable, punctual, and professional, • Teachers or teaching assistants, • College students studying animation, art, film, or design, • Digital artists or animators, • Creative professionals looking for flexible part-time work, • Anyone who enjoys helping students bring ideas to life through animation

Job Description Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12 and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School (9-12) established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment that helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Greenwich Country Day School seeks an Upper Elementary School Spanish Teacher to start in August 2026 to work with grades 3-5. The Spanish teacher must be experienced with the FLES program. Successful candidates will possess content and pedagogical expertise in the target language, along with a dedication to collaboration and a creative, flexible approach to curriculum design and instruction. Each GCDS faculty member is expected to demonstrate ability in the following areas: • Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom, • Demonstrates cultural competency and is able to communicate and collaborate effectively across differences, • Sets high expectations for learning, academic achievement, and character development, • Exhibits strong working knowledge of student cognitive development and learning preferences, • Identifies and supports students’ social, emotional, and academic needs, • Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals, • Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations, • Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers, • Communicates effectively with students/families about classwork, learning goals, and student progress, • Demonstrates content knowledge and expertise, and scaffolds curriculum to ensure progress towards mastery, • Ensures that reading and writing are aimed across the curriculum and learning design, • Collaborates and plans actively for learning with teachers and students, • Implements backward design to align all lessons, activities, and assessments, • Designs formal and informal assessments that measure student progress; employs a variety of formative assessments to gauge student progress toward mastery, • Fosters student growth through structured opportunities for reflection, • Provides opportunities for student engagement through “Voice and Choice”, • Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim, • Instructional responsibility in the content area, • Oversight of the development and progress of each child, • Assessment of all students’ progress in both written and verbal reports, • Communication with parents, • Minimum of a Bachelor’s Degree, • Fluency in language, • A minimum of 3-years successful teaching experience with students in this age group, or demonstrated professional competency, • A passion for learning and the ability to motivate and inspire students, • Excellent written and verbal communication skills, • Commitment to building a diverse, equitable, and inclusive school community, • Willingness to take on multiple roles within the school, • Advanced degree in the field, • Capacity to teach multiple languages, • Demonstrated capacity and desire to teach across multiple disciplines/subject areas Raquel Salcedo, Director of Recruiting & Talent Powered by JazzHR DIK08zn132

Job Description Join the Global LT community and help provide language lessons to business professionals and their families worldwide. We are hiring English Language Teachers to provide in-person customized lessons to children in Harrison, NY Job Information: • Class: 184622/184623, • Students: 2 children (3 and 5 years old) taking individual lessons, back to back., • Availability:weekdays between 9 Am and 3 PM, • Lesson frequency: 4/5 times a week, • Lesson length: 45 minutes to 1 hour each student, • Location: At the client's place near Rockwell Street, Harrison, NY., • Current target language level: Novice, • Native language: German, • Delivering tailored, dynamic, effective, and engaging lessons, • Developing curricula based on learners’ proficiency level and desired outcomes, • Monitoring students’ progress and guiding learners toward learning goals, • Native or near-native written and spoken proficiency in the target language, • Certificate or degree in language teaching, education, instructional design, writing, language, linguistics, second-language acquisition, or related field Powered by JazzHR kaM3gStQ0J

Job Description Join the Global LT community and help provide language lessons to business professionals and their families worldwide. We are hiring English Language Teachers for kids to provide in-person customized lessons to our clients in Harrison, New York. Job Information: Reference: 186031/ 186030 Face-to-face - 2 kids (3 and 5): back-to-back classes o Back-to-back Individual Sessions with 3 and 5-year-old siblings o Availability: Every weekday after 3 pm, asap o Lesson Frequency: 4/5x a week o Lesson Duration: 45min/1 hour (per child) o Current target language level: Beginner o Language spoken at home: German o Location: Harrison, New York, 10528 o Current target language level: Novice o Student’s language needs and goals: Learn from zero. Daily/basic communication. Responsibilities: • Delivering tailored, dynamic, effective, and engaging lessons, • Developing curricula based on learners’ proficiency level and desired outcomes, • Monitoring students’ progress and guiding learners toward learning goals, • Native or near-native written and spoken proficiency in the target language, • Certificate or degree in language teaching, education, instructional design, writing, language, linguistics, second-language acquisition, or related field, • Minimum of two years of experience Powered by JazzHR DmTsSXFTl5

Job Description Location: On-site at a partner school (varies by assignment) Schedule: 1–4 hours per week, after school Program Length: ~10 weeks Start Date: Rolling openings based on school schedules Compensation: $50+ per instructional hour (flexible based on experience, program, and commute) About the Role Concorde Education is seeking a Comic Book Creation Instructor to lead engaging after-school programs for students. This role focuses on helping students create their own comics through storytelling, character design, and visual art. Instructors will guide students through a hands-on, project-based process where they develop original ideas and bring them to life through illustrated narratives. Programs are designed for beginner to intermediate students, with flexibility based on grade level and site needs. What You’ll Teach • Students will learn how to create a comic from concept to final product. Topics may include:, • Character design and development, • Story structure (beginning, middle, end), • Comic paneling and page layout, • Dialogue, captions, and visual storytelling, • Drawing techniques (expressions, action, perspective), • Lead structured, engaging sessions focused on comic creation, • Guide students through the full creative process from idea to finished comic, • Adapt instruction for different artistic skill levels, • Create a positive, inclusive environment that encourages creativity, • Provide feedback and support student progress, • Communicate with program staff regarding attendance and session updates, • Minimum of 60 college credits (completed or in progress), • Experience in art, illustration, comic creation, or creative writing, • Experience working with students (schools, camps, tutoring, or youth programs), • Strong communication and classroom management skills, • Artists, illustrators, and comic creators, • Art teachers and education majors, • College students in art, design, or creative writing programs Concorde Education partners with schools nationwide to provide engaging after-school programs in STEM, arts, and enrichment topics. We connect instructors with flexible, part-time teaching opportunities that make a meaningful impact on students.

Job DescriptionJob Summary The Tabletop Game Instructor at Concorde Education is responsible for curating and leading engaging tabletop and card game sessions for students. This role is essential in promoting sportsmanship, understanding of rules, and strategic thinking. The instructor will develop and implement a curriculum that introduces students to a variety of age-appropriate games, fostering a fun and educational environment. The expected impact includes enhanced critical thinking, teamwork, and social skills among students. General Responsibilities • Design and implement a tabletop game curriculum tailored to the needs and interests of the students., • Lead tabletop game sessions that teach students the game mechanics, strategies, and the importance of teamwork and sportsmanship., • Foster a safe, respectful, and engaging learning environment., • Assess students' skills and provide constructive feedback., • Collaborate with other instructors and program coordinators to integrate the tabletop game curriculum with other educational offerings., • Track student progress and maintain accurate records., • Facilitate regular communication with parents, guardians, and educational stakeholders regarding student performance and program updates., • Ensure that all equipment and game materials are properly set up, maintained, and stored.Major Duties, • Curriculum Development: Develop lesson plans and learning modules that cover a wide range of tabletop and card games, emphasizing collaboration, strategy, and problem-solving., • Classroom Instruction: Lead classes, ensuring that each student is actively engaged and benefiting from the educational experience., • Student Assessment: Regularly evaluate student progress, adapting instruction to meet individual needs., • Community Building: Create a classroom environment that encourages teamwork, fair play, and respect among students., • Technology and Equipment Management: Ensure the optimal performance and maintenance of all game materials and related equipment., • Documentation and Reporting: Keep accurate records of student attendance, assessment results, and feedback, submitting reports as required.Required Skills, Knowledge, and Abilities, • Instructional Skills: Ability to design and implement a curriculum that is age-appropriate, engaging, and educational., • Communication Skills: Strong verbal and written communication skills. Ability to communicate effectively with students, parents, and staff., • Interpersonal Skills: Excellent teamwork and collaboration abilities. Must be open to receiving feedback and making adjustments accordingly., • Organizational Skills: Must be able to manage time effectively, prioritize tasks, and meet deadlines., • Content Knowledge: Must have extensive knowledge of a variety of tabletop and card games, including rules, strategies, and the principles of good sportsmanship.

Job Description Our Mission The School is an independent, coeducational day school dedicated to providing an excellent instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth, enables students to understand their learning styles, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to the mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and also shares its expertise with the parent body, other educators, and the broader community. Position Overview The Project Manager of e-Learning is responsible for overseeing the development, execution, and continuous improvement of e-learning initiatives for The Windward Institute. This role ensures the successful creation of high-quality, research-aligned digital learning experiences, including modules, courses, and supporting resources for teacher training and professional development. The Project Manager of e-Learning serves as the central coordinator across curriculum objectives, content development, instructional design, and production workflows, ensuring alignment with organizational goals and industry standards for high-quality user experiences. This role is critical in ensuring that Windward Institute e-learning products are instructionally sound, research-based, engaging, accessible, and impactful for learners. The Project Manager of e-Learning plays a key role in bridging content expertise and digital execution to deliver high-quality learning experiences at scale. Key Responsibilities Curriculum & Content Development • Collaborate with content developers to define the scope, sequence, and structure of e-learning curricula., • Outline and refine content requirements to ensure clarity, coherence, and instructional rigor., • Write e-learning scripts and related content., • Review and proof all written content for accuracy, clarity, and alignment with learning objectives., • Lead and manage end-to-end e-learning projects, from concept through final delivery., • Oversee multiple concurrent initiatives, ensuring timelines, quality standards, and deliverables are met., • Partner closely with instructional designers to translate content into engaging, effective digital learning experiences., • Oversee the development and finalization of storyboards prior to course build., • Guide the iterative review process, providing detailed, actionable feedback at each stage of development., • Establish and maintain high standards for quality control across all e-learning products., • Set and uphold a clear vision for user experience, ensuring courses are intuitive, engaging, and accessible., • Proof courses for academic rigor, including the accuracy of research references and citations., • Serve as the primary point of contact among content developers, instructional designers, and other stakeholders., • Facilitate communication and alignment across teams throughout the project lifecycle. Required • Background in education, curriculum design, or related field., • Deep knowledge of literacy instruction, the science of reading, learning science, and learning disabilities., • Demonstrated experience managing complex, multi-phase projects—preferably in e-learning and curriculum development., • Strong editorial and proofreading skills, with the ability to write and review content at a high academic level., • Experience working with research-based content, including verifying sources and citations., • Strong written and verbal communication skills, • Exceptional attention to detail and commitment to quality, • Ability to synthesize complex research into clear, actionable guidance, • Effective collaboration across cross-functional teams, • Strong organizational and project management skills

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