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Job DescriptionCompany Description About KIPP KIPP Public Schools is a national network of tuition-free public charter schools preparing students with the skills and confidence needed to create the futures they want for themselves, their communities, and us all. We are a network of 279 schools, nearly 16,500 educators, and 210,000 students and alumni. KIPP Philadelphia Public Schools (KPPS) is part of the national KIPP Public Schools network and currently leads eight schools serving 3,400 students in North and West Philadelphia. By 2030, KPPS will be serving approximately 4,000 students. KPPS Mission Together with families and communities, we create joyful, academically excellent schools that prepare students to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Life at KIPP Philly At KPPS, we believe that talented, committed, and culturally competent educators and staff are the foundation of our students' success. We work to create a professional community grounded in joy, candor, care, and connection – where every team member can bring their authentic self, grow in their craft, and contribute to meaningful work. Here is what you can expect: • Commitment to Anti-Racism & Equity: Join a team dedicated to dismantling systemic barriers and creating inclusive, culturally responsive schools where all students and staff can thrive., • Joyful, Inclusive Community: Work in a collaborative, identity-affirming environment that values relationships, celebrates individuality, and supports the well-being of adults and children alike., • Competitive & Equitable Compensation: Benefit from transparent compensation structures, including performance-based bonuses that recognize meaningful contributions., • Professional Growth & Leadership Pathways: Access high-quality development – including coaching, workshops, and tailored leadership opportunities – designed to support your long-term career trajectory., • Authenticity & Belonging: Be part of a culture that encourages you to show up as your full self and contribute to a community rooted in trust and respect., • People-Centered Excellence: Join colleagues who believe strong relationships and thoughtful preparation drive excellent outcomes—for students and for staff., • Comprehensive Well-Being Support: Receive whole-person support through coaching, mental health resources, wellness initiatives, and team-building experiences that prioritize your professional and personal growth.Job Description Role Overview: KIPP Philadelphia Public Schools seeks a highly dedicated social worker to join the team. KPPS Social Workers provide the following core services: prevention, intervention, assessment, and collaboration. Social Workers work directly with students to provide effective, evidence-based, high-quality direct services, as well as mezzo and macro opportunities related to the well-being of our students, families and community. Our Social Worker will also work directly with teachers to cultivate their knowledge of students’ social and emotional development. More information on the types of activities common and expected by KPPS Social Workers is found below. Prevention • Provide group or 1:1 school-based counseling services to students with and without IEPs as part of a defined caseload., • Participate in intervention meetings (ex: SAP, MTSS, grade level meetings) to thought partner with teachers and other staff around social and emotional interventions at the school-wide and student specific level., • Build relationships and collaborate with external community and social services professionals to develop appropriate agency services for students and families., • Facilitate workshops and other learning opportunities for families., • Participate on school staff teams to develop policies and practices to proactively build school culture including opportunities for team building and collaboration among students., • Help drive a school-wide atmosphere that best suits the needs of our students, teachers, and families., • Facilitate professional development for teachers to help them understand child development and how it affects student performance academically and social/emotionally. Intervention • Drive social and emotional intervention plans for our most high need students including, but not limited to, those with 504s, IEPs or requiring mental health crisis response., • Run individual and group counseling sessions with research based therapeutic interventions in line with the scope of practice for school-based support., • Assist students, teachers, and families to develop solutions to family and community factors that influence students’ capacity or ability to learn., • Serve as the building lead for crisis intervention, managing crisis protocols from referral through to transition back to school., • Coordinate logistics for outside services when on-site; support inter-agency collaboration when students are returning to school. Lead collaboration and referral processes with our IBHS assigned partners in line with PA requirements., • Lead the school’s Student Assistance Program process in line with PA requirements., • Manage support of students who qualify for McKinney-Vento services in collaboration with school and regional office Operations Team members., • Provide outside referrals to families when student or family needs exceed the scope of practice for school-based counseling services., • Coordinate community resource activities with partnership organizations to expand the network of supports accessible to KPPS students and families., • Respond to mental health crisis as part of the school’s crisis response team. Documentation and Assessment • Complete high-quality progress notes for all students receiving social work services weekly and maintain up-to-date records for all services rendered., • Complete and document mental health crisis assessments for students as needed, • Complete mental health or counseling intervention documentation related to student referrals for outside programs or services., • Utilize interviews with students, family members, and KIPP staff members to assess each student on their caseload’s school-based counseling needs as appropriate; help all constituents integrate information to best meet the student’s needs., • Provide recommendations to MTSS, IEP, 504 and other processes related to behavioral interventions including, but not limited to type, frequency and modality of school-based counseling options., • Conduct observations to gather data to determine best options for interventions for students on caseload as appropriate. Collaboration • Attend all O3s, Professional Development and other required collaboration opportunities., • Create professional learning goals each year and implement feedback as part of working towards these goals., • Offer support to and receive constructive feedback from colleagues to create a professional working atmosphere that is conducive to growth and improvement., • Attend IEP and inter-departmental meetings for students receiving Social Work services., • Supervise and mentor social work interns and/or additional MSW level employees pursuing their clinical licensure in PA. School Responsibilities • Attend designated school functions outside of school hours (Back to School Night, Report Card Conferences, Community Events, etc.), • Contribute to the planning and execution of all school-wide events, • Develop strong relationships with the families of students through home visits, participation in school events and phone calls home, • Perform necessary support duties including (but not limited to) bus, lunch, and dismissal duties, • Chaperone field lessons/field trips, • Additional responsibilities may arise during the school year. They will be communicated to all employees with as much notice and flexibility as possible.Qualifications Qualifications: • Masters in Social Work from an accredited institution, • Pennsylvania Licensure (LSW minimum), • Commitment to working with underserved students, • At least 1+ years of experience working in a K-12 environment, • Experience working within an urban school, • Experience adapting therapeutic interventions to be culturally relevant and appropriate for diverse communities, • Pennsylvania Clinical Licensure (LCSW), • Complete all required criminal and child abuse background checks prior to start date:, • PA State Police Clearance, • PA Child Abuse Clearance, • Cogent Federal Fingerprinting Additional Information Compensation: • Salary range for this position is $61,000 - $79,000 commensurate upon years of K-12 experience and certification status., • All full-time team members at KPPS enjoy a comprehensive health benefits package (including vision and dental, a telehealth option, and flexible spending accounts) for themselves and their families as well as a 403B matching program for retirement savings and free access to financial advising services., • Social Worker salaries at KPPS are equitable and transparent. To maintain equity, teacher salaries are determined by a combination of years of teaching experience and certification status. All candidates are welcome to ask their recruiter how their experience and credentials will translate to their salary., • Social Workers have access to $2,500 in tuition reimbursement to pursue School Social Worker certification at a Pennsylvania-approved certification program. Note to Applicants: • KIPP Philadelphia Schools is an equal opportunity employer. Employees are selected on the basis of ability without regard to race, color, religion, sex, national origin, disability, marital status, or sexual orientation, in accordance with federal and state law. To apply, visit http://kippphiladelphia.org/join-our-team/apply-now/

Job Description:\n\nCompany Description\n\nAbout KIPP\nKIPP Public Schools is a national network of public charter schools preparing students with the skills and confidence needed to create the futures they want for themselves, their communities, and us all. We are a network of 279 schools, nearly 16,500 educators, and 210,000 students and alumni. KIPP Philadelphia Public Schools (KPPS) is part of the national KIPP Public Schools network and currently leads nine schools serving 3,400 students in North and West Philadelphia. By 2030, KPPS will be serving approximately 4,000 students.\nKPPS Mission\nTogether with families and communities, we create joyful, academically excellent schools that prepare students to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.\nLife at KIPP Philly\nAt KPPS, we believe that talented, committed, and culturally competent educators and staff are the foundation of our students' success. We work to create a professional community grounded in joy, candor, care, and connection – where every team member can bring their authentic self, grow in their craft, and contribute to meaningful work. Here is what you can expect:\n\n Commitment to Anti-Racism & Equity: Join a team dedicated to dismantling systemic barriers and creating inclusive, culturally responsive schools where all students and staff can thrive.\n Joyful, Inclusive Community: Work in a collaborative, identity-affirming environment that values relationships, celebrates individuality, and supports the well-being of adults and children alike.\n Competitive & Equitable Compensation: Benefit from transparent compensation structures, including performance-based bonuses that recognize meaningful contributions.\n Professional Growth & Leadership Pathways: Access high-quality development – including coaching, workshops, and tailored leadership opportunities – designed to support your long-term career trajectory.\n Authenticity & Belonging: Be part of a culture that encourages you to show up as your full self and contribute to a community rooted in trust and respect.\n People-Centered Excellence: Join colleagues who believe strong relationships and thoughtful preparation drive excellent outcomes—for students and for staff.\n Comprehensive Well-Being Support: Receive whole-person support through coaching, mental health resources, wellness initiatives, and team-building experiences that prioritize your professional and personal growth.\nJob Description\n\nAt KPPS, the Principal’s primary role is to lead a strong, coherent school system that delivers a joyful, affirming, and academically rigorous experience for students and staff.\nPrincipals focus the majority of their time on instructional leadership, adult development, and school culture systems, ensuring that high-quality teaching, strong relationships, and clear expectations are consistently experienced across the school.\nPrincipals do not do this work alone. They lead in close partnership with the KPPS Regional Office, collaborating with regional instructional leaders, operations, student support teams, and talent partners to implement aligned systems, analyze data, and strengthen school-wide practices. Principals also work as part of a community of practice with fellow KPPS principals, engaging in shared learning, problem-solving, and collective accountability to reduce variability and accelerate student outcomes across the region.\nIn addition, KPPS Principals partner with the KIPP Foundation to align regional priorities with national initiatives, leverage network-wide resources, and contribute to the continuous improvement of KIPP’s instructional, leadership, and student experience frameworks.\nThrough these partnerships, Principals are expected to both lead their individual school effectively and contribute to the strength and coherence of the broader KPPS and KIPP network, ensuring that students and families experience excellence regardless of school or grade.\nKEY RESPONSIBILITIES\nSchool Vision\n\n Establish, communicate, and build investment in an ambitious school-wide vision aligned to the KIPP Philadelphia region-wide vision for learning, school experience, and culture that sets the stage for both children and staff to grow and thrive\n Create a welcoming, inclusive school environment, and operate with a mindset of families as authentic partners in children's school experience\n Operate with strong knowledge of the core academic and social-emotional skills, knowledge, and mindsets that are essential for children's development and success across middle school, ensuring that all students are challenged with rigorous, grade-appropriate content\n Ensure that school programming effectively serves all students, monitoring and enhancing special education, intervention, and student support services as needed, ensuring compliance with state law\n Set a vision for student culture that ensures all children are affirmed, valued, and challenged on a daily basis, and ensure that all student culture approaches, systems, and strategies are grounded in equity, are clear, effectively communicated, and are implemented by all staff\n Plan and prioritize time and resources to achieve annual goals and the broader vision of the school, analyzing and acting on data on a regular basis to identify, plan for, and drive the success of key initiatives and improvements in practice\n Prepare an annual operating school budget, detailing projected revenues and expenditures, conduct regular budget reviews to compare actual spending against projections, adjusting for unforeseen changes.\n\nStaff Culture\n\n Cultivate a positive, cohesive leadership team culture grounded in mutual trust by developing and upholding shared norms regarding communication, collaboration, decision-making, use of systems, and more, and creating opportunities for authentic relationship-building and coordination across workstreams\n Set a vision for adult culture rooted in our core values, building a community bound by mutual trust and a shared purpose and pride in the school’s vision\n Create and refine systems for communication and collaboration across school staff at large, ensuring opportunities for authentic discourse and clarity\n Build relationships with every staff member, child, and family, and create opportunities to understand and respond to staff, leader, student, and family needs and perspectives\n\nStaff Development & Coaching\n\n Directly coach, develop, and manage members of the leadership team via 1-1 check-ins, observation, walkthroughs, feedback, real-time feedback, practice, data analysis, co-planning, and other direct supports\n Create a culture of feedback, continuous improvement, and safety in trying new approaches\n Ensure teachers have the data, development, and consistent support needed to provide rigorous, affirming, high-quality instruction\n Sharpen and norm with APs on classroom analysis and classroom bar via walkthroughs\n Regularly observe and coach instructional coaches (Assistant Principals) to support them in providing high-impact, actionable, and bite-sized feedback to teachers on a weekly basis\n Ensure teachers can collaborate, analyze their practice and their student data, and adjust instruction in content teams\n Lead whole-school professional development workshops that drive high-impact improvements in teacher practice\n Cultivate a diverse, high-potential school leadership pipeline (from teacher leader to AP to successor)\n Effectively interview, select, and onboard new staff members\n Operate with an intentional strategy regarding staff and teacher retention, cultivating a desire for the team to make KPPS their long-term home\n\nStudent Experience & Family Engagement\n\n Create and model a warm, inclusive school environment for students and families with diverse needs and experiences; proactively and positively engage with families throughout the school year and when there are specific student behavioral concerns.\n Be highly present and visible, relentlessly ensuring the school has a strong school culture and serving as a model for engaging with students, families and staff\n Ensure families are treated as true partners and are effectively engaged in and aware of school systems, practices, and student programming\n Refine the vision for positive student culture, leveraging school context, lessons learned, and staff feedback to clarify the following:\n \n The student experience KPPS is striving for, and how this vision ensures students are valued, affirmed, and challenged everyday\n The core mindsets adults in the building share about students, families, and culture work\n The core mindsets staff are collectively working to foster among students\n The concrete, proactive, and reactive practices and systems staff leverage in their work with students to restore trust, repair harm, build relationships, create accountability, communicate with all stakeholders (including staff and families) effectively, and design and monitor interventions or supports\n \n Ensure all practices, systems, and protocols are clearly and consistently codified, communicated, and executed.\n Support the Dean team and Social Worker in –\n \n Ensuring that all KPPS students experience a scope and sequence of meaningful school traditions and milestones that foster community, joy and collective identity\n Ensuring KPPS students have access to a wide variety of meaningful after-school activities, clubs, and groups that align with their interests, social needs, and aspirations\n Ensuring the disciplinary process is effectively executed, including incident follow up/investigation, team determination of next steps, informal/formal hearing protocols, and AEDY referral\n Developing individual behavior plans and other supports for students with significant behavior needs (in conjunction with the Assistant Principal of Student Support), and ensure all student culture responses appropriately account for students with individual education plans\n Ensuring all student safety and movement systems and procedures are fully operationalized, communicated, and codified, including student arrival, dismissal, and transitions\n Tracking and monitoring key school culture data, coordinating collaboration with stakeholders, and implementing responsive plans as needed\n Effectively managing behavioral and emotional supports through the school’s MTSS structure, ensuring that students with demonstrated needs have access to evidence-based mental health supports\n Amplifying KPPS’s existing tutoring program, ensuring the most critical academic needs are being addressed through tutoring and that the impact of tutoring supports is effectively monitored\n Ensuring that students and their families or caretakers are connected to community resources and services\n \n\nLeadership\n\n Model expectations for leaders, teachers, and students on school-wide practices for a positive learning culture, including modeling our KPPS core values (Children First, Community, Cultural Competence, Ownership)\n Operate with a management approach that centers staff members’ humanity, operating with both high expectations and a high degree of care\n Operate with four core KPPS leadership mindsets:\n \n Equity is Everything: Principals approach all of their work with an equity lens. Principals recognize and take responsibility for naming and tackling school and region-wide barriers to inclusiveness.\n Change Management: Principals lead change fully, supporting staff, children, and families in embracing a new way. Principals drive the investment, collective ownership, and operational systems needed for change to take root.\n Make the Weather: Principals recognize and leverage daily opportunities to set the tone for the school and shape staff norms, beliefs, reactions, and values.\n Talent Mindset: Principals demonstrate a deep belief that people are a school’s most precious resource by devoting significant energy to hiring, developing, and retaining a talented, diverse team and cultivating strong staff culture.\n \n\nWHO YOU ARE\n\n An experienced transformational leader\n \n Experience leading transformational change and driving school improvement initiatives.\n Demonstrated evidence in successfully leading turnaround efforts in a school setting, resulting in significant academic gains.\n Proven track record of setting and achieving rigorous academic standards aligned with school and district goals.\n Ability to exercise excellent judgment in decision-making in light of complex and high stakes situations\n \n A proven people centered coach and leader\n \n Ability to recruit, hire, lead, and develop a team of exceptional educators to become future leaders as teacher leaders and school leaders.\n The ability to envision, set and drive a positive, collaborative, results-oriented staff culture\n Proof of concretely improving performance of teachers and leaders in a school\n Operate with a management approach that centers staff members’ humanity, operating with both high expectations and a high degree of care\n \n Urgent and relentless in setting and holding a high bar for academics and culture\n \n You have the ability to set direction and aligned expectations across an entire school and motivate others to action\n You have demonstrated resilience and focus on student outcomes\n Ability to articulate a vision for and operationalize the development of a safe, healthy, and joyful student culture.\n Constantly models expectations for leaders, teachers, and students on school-wide practices for a positive learning culture, including modeling our KPPS core values (Children First, Community, Cultural Competence, Ownership)\n \n A leader who centers students and families\n \n You love and see the high potential of all children, possessing the belief that all students can and will succeed.\n You operate with cultural competence and a commitment to inclusion, anti-racism, and the eradication of anti-Blackness \n You believe in parents and families as authentic partners in students’ school experience; ability to forge strong relationships with families\n \n An excellent instructional leader\n \n You are adept at data analysis; ability to extract meaningful insights across school-wide data\n You possess expertise in what the school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies\n You have a deep understanding of appropriate application and differentiation of high-leverage instructional strategies based on comprehension of child development and pedagogy. \n You have experience in implementing best practices for students with IEPS, 504 plans and those who qualify for MTSS intervention.\n \nQualifications\n\nQualifications:\n\n Bachelor’s Degree required\n 3+ years of experience leading (Principal experience required) a strong

Job Description Quantum Education Professionals is looking for Special Education Teachers for schools in the greater Philadelphia area for 2026-2027 school year. Hourly: $35–$45 per hour, offering flexible work options. What You’ll Do: As a Special Education Teacher with Quantum Resource Professionals, your role will include: • Design and Implement IEPs - Create personalized educational plans for each student, • Adapt Curriculum and Methods - Modify lessons to fit diverse learning styles, • Collaborate with Teams - Work with teachers, therapists, and parents for student success, • Monitor and Assess Progress - Track performance and adjust teaching strategies, • Foster an Inclusive Environment - Build a supportive classroom where all students thrive What We Offer: • $600 annual continuing education reimbursement (full-time staff), • Flexible scheduling - full & part-time opportunities, • Ethical workplace and a team that recognizes you professionally and personally, • Competitive salary, • Health, dental, and vision insurance, • Company-paid life insurance, • 401k matching, • Bereavement and Jury Duty pay, • Professional development opportunities, • Professional liability insurance, • Referral bonuses, • Mentorship Qualifications: • Valid special education teaching license in PA or willing to obtain one, • Experience in supporting children and adolescents in educational settings, particularly those with special needs Why Quantum? At Quantum Resource Professionals, we believe in the power of relationships. You’re not just joining a company—you’re becoming part of a supportive community. We work side by side with you to ensure that you feel empowered and connected, both in your classroom and within the broader school environment. Together, we help students and staff achieve their fullest potential. Be part of a team that appreciates you both professionally and personally, join Quantum Education Professionals today! https://quantumedpro.com/ E3 Candidates Welcome \nCompany Description We’re an ethical company that prides itself in offering flexible hours, flexible settings, and clinical & professional support to industry colleagues. To be part of a team that appreciates you both professionally and personally, join Quantum today! We’re an ethical company that prides itself in offering flexible hours, flexible settings, and clinical & professional support to industry colleagues. To be part of a team that appreciates you both professionally and personally, join Quantum today!

Job Description Overview Pay Range: $69,960 to $86,000 based on years of experience Schedule: M-F Days 8am to 4pm Join a Team That Changes Lives For more than 170 years, Elwyn has been leading the way in supporting children, teens, and adults with autism, intellectual and developmental disabilities, and behavioral health challenges. As a mission-driven nonprofit, we’re here to create real change – helping people lead meaningful, fulfilling lives. Now, we’re looking for passionate team members to join us. Here, your work will change lives – including your own. You’ll make an impact every day, find purpose in what you do, and grow in a career that truly matters. At Elwyn, we take care of you while you care for others. We offer: • Generous Paid Time Off, • Comprehensive Medical/Dental/Vision Benefit Packages, • Earned Wage Access/On-Demand Pay, • Paid On-the-Job Training, • Tuition Reimbursement, • Career Advancement Opportunities and Growth, • Flexible Schedules, • Retirement Savings Plan Join us and be a part of something bigger. Apply today. Responsibilities The Behavior Support Consultant (BSC) is a preschool special education professional who supports children ages 3-5 with behavioral, social-emotional, functional communication, and developmental needs. The BSC collaborates with teachers, families, Personal Care Assistants (PCAs), related service providers, and multidisciplinary teams to identify factors impacting a child's success and develop interventions that promote independence, inclusion, communication, and social-emotional growth. The consultant conducts behavioral assessments, contributes to PBSPs, supports FCT and AAC programming, and provides coaching and consultation to educational teams. This position reports to a BCBA and primarily serves students in school-based settings with occasional home-based consultation. This role will involve direct supervision of Personal Care Assistants (PCAs). ESSENTIAL DUTIES AND RESPONSIBILITIES • Conduct behavioral observations and assessments in natural educational environments., • Participate in evaluations and reevaluations through data collection and analysis., • Complete or contribute to FBAs under BCBA supervision., • Develop, implement, monitor, and revise PBSPs., • Provide consultation, coaching, and modeling to teachers, families, PCAs, and multidisciplinary team members., • Trains, supports, and directly supervises Personal Care Assistants (PCAs)., • Support implementation of PBIS and classroom-wide behavior supports., • Collaborate with SLPs and teams to support functional communication and AAC implementation., • Provide coaching, performance feedback, fidelity monitoring, and implementation support to assigned PCAs and educational team members., • Collaborate with IEP teams on goals, SDIs, behavioral support, and replacement skills., • Maintain compliance with timelines related to evaluations, FBAs, PBSPs, reevaluations, and documentation., • Provide family consultation and community resource support., • Aid with staff training and do other duties as assigned., • Knowledge of positive behavior support, behavioral assessment, data collection, and educational collaboration., • Effective communication, organization, and consultation skills are important., • Valid driver's license and ability to travel between locations. QUALIFICATIONS • Minimum requirement: Bachelor’s degree in education, special education, early childhood, psychology, or a related field preferred., • The following certifications are preferred: PA Teacher Certification, PA Special Education Certification, LBS., • The following certifications are highly preferred: BCBA, BCaBA, and School Psychologist., • Preferred: Two (2) years’ experience providing behavioral support to school-age children with special needs., • Demonstrated knowledge and implementation of appropriate assessment tools and practices for school-aged children., • Demonstrated knowledge of the concepts, principles, and procedures of Applied Behavior Analysis, including, but not limited to, data collection and record-keeping systems, progress notes, and graphing., • Non-profit human services experience highly preferred., • Demonstrated knowledge of appropriate IEP development and service delivery practices for school-aged children preferred, and the ability to work collaboratively as part of an IEP team., • Demonstrated ability to work effectively as part of a team., • Demonstrated strong attention to detail., • Demonstrated strong time management and organizational skills., • Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision., • Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions., • Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint., • Must possess a current, valid driver’s license in the state of residence, have a minimum of two (2) years of driving experience within the United States, and have an acceptable driving record., • Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities., • Must be able to perform CPR and crisis intervention using agency-trained protocols., • Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills., • 2026-6769

Job Description Overview SCHEDULE: PRN OR full-time schedule RATE: $38+/hr Join a Team That Changes Lives For more than 170 years, Elwyn has been leading the way in supporting children, teens, and adults with autism, intellectual and developmental disabilities, and behavioral health challenges. As a mission-driven nonprofit, we’re here to create real change – helping people lead meaningful, fulfilling lives. Now, we’re looking for passionate team members to join us. Here, your work will change lives – including your own. You’ll make an impact every day, find purpose in what you do, and grow in a career that truly matters. At Elwyn, we take care of you while you care for others. We offer: • Generous Paid Time Off, • Comprehensive Medical/Dental/Vision Benefit Packages, • Earned Wage Access/On-Demand Pay, • Paid On-the-Job Training, • Tuition Reimbursement, • Career Advancement Opportunities and Growth, • Flexible Schedules, • Retirement Savings Plan Join us and be a part of something bigger. Apply today. Responsibilities POSITION SUMMARY: The Mobile Therapist (MT) provides intensive therapeutic services to children and their families in the home, school and other community settings. The Mobile Therapist works directly with the client and family and providing support and assistance, when appropriate, to the Mental Health Case Manager. DUTIES AND RESPONSIBILITIES: • Develop the child's resiliency plan which should include but is not limited to:, • Assessing the strengths and therapeutic needs of the child and family, • Having the child be an active participant, • Including parents or other caretakers as members of the treatment team, • Communicating with the family and case manager to identify any necessary family support services and develop a plan to obtain identified services, • Determining, in conjunction with the child, family and other involved professionals, the clinical need for special evaluations and services, such as psychiatric medication assessment or psychological testing, • Collaborating with the child, family and other involved professionals to develop daily routines to be used during times of crisis and transition, as well as a 24-hour crisis plan, • Submit the completed treatment team input form prior to the end of the authorization in accordance with program regulations, • Provide child-centered, family-focused, individual, and family psychotherapy, as agreed on with the family, in support of the resiliency plan using a strengths-based approach. Specific formats for individual and family therapy will vary according to the individualized needs of the child and may include session(s) with:, • the child individually, • the entire nuclear family, • the family and a community resource, e.g. minister, scoutmaster, mentor, • the family and teacher, guidance counselor, or principal, • subsystems of the above, as clinically indicated and agreed on, e.g, parent(s), siblings, • Respond to crisis situations using agency taught protocols and techniques in appropriate manner and make referrals to community services as needed, • Use Electronic Health Record (EHR) to complete progress notes and authorization of services for every corresponding service provided, • Ensure compliance with the Child and Adolescent Service System Program (CASSP) principles and principles of cultural competency during all interactions with the child and family, • Perform cardiopulmonary resuscitation (CPR) using agency-trained protocols, • Perform other duties as assigned, • #2026-5617 EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS: • Licensed in the Commonwealth of Pennsylvania as a psychologist; professional counselor; marriage and family therapist; clinical social worker, social worker; OR, • A behavior specialist having a graduate degree requiring a clinical or mental health direct service practicum from a college or university accredited by an agency recognized by the United States Department of Education or the Council for Higher Education Accreditation OR, • An equivalent degree from a foreign college or university that has been evaluated by the Association of International Credential Evaluators, Inc. or the National Association of Credential Evaluation Services, OR, • One (1) year of full-time experience in providing mental health direct services to children, youth or young adults and a graduate degree with at least nine (9) credits specific to clinical practice in psychology, social work, or counseling from a college or university accredited by an agency recognized by the United States Department of Education or the Council for Higher Education Accreditation OR, • Completed a clinical or mental health direct service practicum and a graduate degree with a least nine (9) credits specific to clinical practice in psychology, social work, education, counseling or a related field from a college or university accredited by an agency recognized by the United States Department of Education or the Council for Higher Education Accreditation OR, • An equivalent degree from a foreign college or university that has been evaluated by the Association of International Credential Evaluators, Inc. or the National Association of Credential Evaluation Services, • Knowledge of evidence-based services, • Knowledge of CASSP principles and principles of cultural competency, • Demonstrated ability to work effectively as part of a team, • Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities, • Demonstrated strong attention to detail, • Demonstrated strong time management and organizational skills, • Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision, • Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions, • Be able to perform CPR and crisis intervention techniques using agency-trained protocols, • Possess excellent customer interaction, collaboration, and written and verbal communication skills, • Demonstrated basic experience with Microsoft Office applications, including Word, Excel, and Outlook. PowerPoint preferred, • Current, valid driver's license in state of residence, three (3) years driving experience in the United States, and acceptable driving record, • Bilingual (written and oral) skills in the predominate secondary language in the region as identified by Community Behavioral Health (CBH) funding source preferred; required for designated Bi-lingual Mobile Therapist position

Job Description Make a meaningful impact supporting students as a Special Education Teacher in a vibrant elementary school community. This full-time, onsite contract position begins as soon as possible and runs through June 10, 2027, offering a rewarding opportunity to help shape young learners’ academic and social growth. You’ll work 35 hours a week in a dedicated school environment, designing engaging, inclusive lessons that elevate student achievement. Qualifications and Experience: • Active Pennsylvania certification or licensure appropriate to your caseload required, • Bachelor’s degree necessary to qualify for an emergency teaching permit, • Must have completed all Pennsylvania clearances prior to start, • Demonstrated experience working within schools, ideally in urban settings, • Proficiency in behavioral and classroom management, with a strong skillset for supporting diverse learners, • Reliable transportation to ensure punctual onsite attendance within scheduled hours (8:30 AM – 4:00 PM), • Capable of navigating district policies and working comfortably in the assigned location, • Ability to create standards-aligned lesson plans and utilize differentiated instruction, • Familiar with formative assessments and effective resource material selection, • Willing to participate in a Zoom interview as part of the hiring process Key Responsibilities: • Develop and deliver instructional content tailored to meet the needs of students with exceptionalities, • Collaborate with colleagues and support staff to design, assess, and implement interventions, • Foster an organized, respectful, and positive classroom environment conducive to learning, • Accurately maintain records, monitor student progress, and communicate effectively with families, • Uphold all district and state standards and guidelines for student success This role offers the chance to thrive alongside dedicated educators and make a substantial difference in students’ educational journeys. If you are passionate about special education and eager for a rewarding challenge, we encourage you to submit your application today for immediate consideration! #p31

Job Description Job Title: English Language Learner (ELL) Teacher Supervisor Job Title: Principal Employment Status: Full-time; 10-month FLSA Status: Exempt The management services offered to our family of charter schools, allows us to collectively become a change agent and national leader in urban education as evidenced by student awareness of self, high academic achievement, positive school culture and community transformation wherever we serve. Location: 5401 Tabor Ave, Philadelphia, PA 19120 (Northeast Philadelphia) Essential Functions The ELL Teacher will design and implement language instruction, provide support and guidance to ELL students and collaborate with other teachers and staff to create a positive learning environment. Responsibilities: • Using the school’s criteria for ELL placement, identify students who qualify for English Language supplemental services and determine the level and nature of services for each student, • Design and implement engaging instruction either in the general education classroom or in pull-out sessions that leads to English language fluency in both conversational and academic situations, • Administer annual English language assessments to students who are part of the ELL program, • Collaborate with general education teachers to ensure that general education classroom environments and learning experiences support English Language Learners, • Serve as a resource to families in understanding the ELL program and their individual student’s learning progress and needs, • Work with the ELL team and the Principal to identify staff development needs in best practices in English language acquisition and plan workshops to meet those needs, • As needed, participate in multi-disciplinary team meetings, IEP meetings, weekly Academic and Social Student, • Support meetings, and other student-centered meetings, • Maintain files for English Language Learning students that include assessment data, evidence of service, • provision, student work samples, and parent contact logs, • Remain up-to-date in English Language Learning/Bilingual Education law, regulations, research, and best practices Qualifications • Bachelor’s Degree in Education, ELL, Literacy or equivalent, • PA Intern, Level I or II Certification required, • Clear understanding of standards-based and differentiated instruction, language acquisition, and English, • Strong collaborative capabilities and proven ability to work as a member of a team, • Commitment to meeting the needs of every child in a diverse population, • Ability to individualize instruction according to the learning styles, interests, and cognitive processing skills of students, • Commitment to his/her own learning and professional development, • Willingness to share expertise and resources with students, families, and staff Salary: Minimum starting salary of $59,000. Placement above the minimum will be adjusted based on relevant experience, credentials, and demonstrated expertise. The Universal Family of Charter Schools adheres to the policy of providing equal employment opportunities to all job applicants and employees regardless of race, color, religion, sex, age, national origin, veteran status, disability or sexual orientation.

Job Description The Coordinator of Community Outreach reports to the Principal of the assigned CHP School. The Coordinator of Community Outreach is responsible to improve student achievement by assisting in the creation of community involvement in CHP Schools by assessing school, parent and other community needs and coordinating parent involvement, family support activities and community outreach programs at assigned schools in response to those needs and by assisting in the coordination of the planning, implementation, monitoring, communicating and evaluation of activities and services for parents and other community members at school facilities and in the community. I. ESSENTIAL DUTIES AND RESPONSIBILITIES The following is an explanation of the duties of the Community Outreach Coordinator. It includes the major highlights of the requirements of the position. There should be a clear understanding that the duties outlined below are not all encompassing. Additional responsibilities may be assigned to the Community Outreach Coordinator as required. Working with school staff in developing, implementing and evaluating parent and community involvement and community outreach activities. Advocating for parents and promoting interest in schooling and enhancing sense of community and commitment. Coordinating parent and community involvement activities and services with other agencies and organizations. Acting as a liaison between parents and community members and other agencies and organizations. Serving as a resource to parents and community members regarding community agencies, events and activities. Identifying students with credit deficiencies and making referrals to alternative programs. Providing transportation to students and families to community resources for the receipt of social services. Assessing needs of parents and community members. Assisting school staff in the development, implementation, and evaluation of educational activities and programs, including family literacy programs offered at the school for parents and other community members. Encouraging parents of bilingual/bicultural students to upgrade their skills and knowledge of the educational process. Assisting in the recruitment and training of school volunteers. Helping school staff to develop and coordinate extended day, before and after school and intersession programs. Promoting school projects and programs to the community. Facilitating community involvement in school programs and activities. Assisting in coordinating community use of school facility. Assisting with recruitment, training, and monitoring of community members volunteering in student mentor program. Assisting school and other CHP Schools with home visits. May serve as interpreter during parent-teacher conferences, special education meetings, disciplinary referrals, and other school-based meetings as needed. Maintaining regular and consistent attendance and punctuality. Performing related duties consistent with job description and assignment. II. Truancy Duties Enforces compulsory school attendance laws by counseling parents who are in violation. Maintain consistent communication through monthly school visits and home visits with families and provide ongoing support to students as needed. Network with school personnel to identify student’s needs and to identify resources available for students and their families at the individual school sites. Provide home and school visits to students and their families to assess barriers to school attendance and case management needs. Monitor school attendance and compliance with the recommendation made by School Guide. Provide link to parent education groups for the families of the student who are truant through the School Based Parent Program and Student Excellence Center. Holds truancy information sessions for the advisory committee and develops the plan for the student, parents, and the school to follow. Updates school principals and staff and provides recommendations. Presents truancy programs to the community and school groups. Prepares and writes reports and miscellaneous correspondence. Participates in and collaborates with a variety of committees, professional associations, boards, and/or other related groups. Become familiar with and stay current with available youth services in the community including programs in churches and community centers. Develop and maintain effective working relationships with individuals from a variety of cultural and ethnic backgrounds. Demonstrates awareness and acceptance of cultural differences of clients, staff and community contacts. III. PROFESSIONALISM Interpersonal/Teamwork Maintains positive and professional relationships with colleagues, children and parents. Contributes as a team member and actively collaborates with others to meet the mission and goals of CHP Schools. Work Habits Knowledgeable and supportive of CHP Schools’ policies and procedures, including those in the Policy and Procedure Manual, and implements them consistently. Knowledgeable of laws, regulations, and standards pertinent to his or her work and demonstrates compliance. Demonstrates integrity by striving for safe and effective service delivery, as well as accurate, timely and complete documentation. Contributes to maintaining a ‘Culture of Safety’ for students, parents, colleagues and visitors. Reports to work, as well as all meetings and appointments, in a timely manner. Dresses appropriately and professionally based on scheduled activities of the given day. Strives to serve as a role model to clients. Professional Development Participates in individual supervision as scheduled by supervisor. Accepts and follows suggestions, directives, and requests to perform additional duties willingly and flexibly. Consults his or her supervisor or others, as appropriate, for collaborative problem solving. Exercises sound judgment, knowledge, and creativity in decision making. Takes on personal development and building a learning environment. Completes and demonstrates competency in all mandatory trainings as identified by the organization including knowledge of child and adolescent growth and development. Participates in additional trainings as identified in supervision or by external licensing, contractual, and accreditation organizations. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education, Training and Experience Two years of progressively responsible experience in assessing parent involvement and/or community education needs and in parent involvement and/or community education program development, or closely related field. Equivalent to an associate degree from an accredited college or university with major course work in family support, community development, parent outreach, early childhood, or related field. Certificates, Licenses, and Registrations Possession of, or ability to obtain, a valid Pennsylvania driver's license. Ongoing Training and Credentialing WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. A. The Community Outreach Coordinator will work indoors, outdoors, on campus and off campus with frequent stressful situations. B. You will work minimally 37.5 hours in a work week that may include occasional weekend and evening work. It is expected to work beyond the regular work week hours.

Job DescriptionBenefits: • No nights and weekends, • Childcare discounts, • Recognition programs, • Professional development and CDA tuition reimbursement, • Tuition reimbursement, • 401(k), • Competitive salary, • Health insurance, • Paid time off, • Training & development The Goddard School® located at: Northern Liberties Philadelphia Pa 19123 is seeking passionate Lead Teachers for our new school opening in September! At our School, we put our teachers first because they put our students first. Join us to create a nurturing environment for young children by implementing an engaging, developmentally appropriate curriculum using our proprietary Wonder of Learning® program, lead daily activities, inspire young minds and collaborate with a supportive team. Nurture your growth. Empower your success. Join our welcoming community, where you can grow and make a real difference in children’s lives every day. If you’re passionate about education and children, and ready to advance your career, we’d love to hear from you! Lead Teacher Key Responsibilities: • Curriculum and Instruction: Implement age-appropriate lesson plans and activities using our proprietary Wonder of Learning® curriculum to engage and support each child’s growth, • Classroom Management: Create and maintain a safe, nurturing, and inclusive classroom environment, • Family Communication: Maintain open, effective and positive communication with families and guardians about their child’s progress and daily activities, • Health and Safety: Supervise children during indoor and outdoor activities to uphold health and safety standards, licensing regulations and ensure their well-being, • Professional Development: Participate actively in ongoing professional development and training opportunities to enhance teaching skills, • Assessment and Documentation: Observe, assess and document children’s learning and development to inform activities and share insights with families, • Team Collaboration: Support Assistant Teachers and Resource Teachers, fostering a collaborative and positive team environment., • Behavior Guidance: Model and implement positive guidance strategies to support social-emotional growth and conflict resolution.Qualifications:, • High school diploma required; associate's or bachelor's in Early Childhood Education preferred, • Child Development Associate (CDA) preferred, • 1-2 years of previous experience working with young children in a licensed childcare or preschool setting preferred, • Has successfully completed state-required pre-service training, • Develops relationships and communicates effectively with children, families and faculty members, • Ability to lift up to 50 lbs. in connection with the handling of childrenIf you’re an energetic, nurturing person looking for a supportive and fun workplace, join us! Our School offers a premium educational experience in state-of-the-art facilities, helping every child become a joyful, confident learner ready for success in school and life.

Job DescriptionBenefits: • No nights and weekends, • Childcare discounts, • Recognition programs, • Professional development and CDA tuition reimbursement, • Tuition reimbursement, • 401(k), • Competitive salary, • Health insurance, • Paid time off, • Training & development The Goddard School® located at: Northern Liberties Philadelphia Pa 19123 is seeking passionate Lead Teachers for our new school opening in September! At our School, we put our teachers first because they put our students first. Join us to create a nurturing environment for young children by implementing an engaging, developmentally appropriate curriculum using our proprietary Wonder of Learning® program, lead daily activities, inspire young minds and collaborate with a supportive team. Nurture your growth. Empower your success. Join our welcoming community, where you can grow and make a real difference in children’s lives every day. If you’re passionate about education and children, and ready to advance your career, we’d love to hear from you! Lead Teacher Key Responsibilities: • Curriculum and Instruction: Implement age-appropriate lesson plans and activities using our proprietary Wonder of Learning® curriculum to engage and support each child’s growth, • Classroom Management: Create and maintain a safe, nurturing, and inclusive classroom environment, • Family Communication: Maintain open, effective and positive communication with families and guardians about their child’s progress and daily activities, • Health and Safety: Supervise children during indoor and outdoor activities to uphold health and safety standards, licensing regulations and ensure their well-being, • Professional Development: Participate actively in ongoing professional development and training opportunities to enhance teaching skills, • Assessment and Documentation: Observe, assess and document children’s learning and development to inform activities and share insights with families, • Team Collaboration: Support Assistant Teachers and Resource Teachers, fostering a collaborative and positive team environment., • Behavior Guidance: Model and implement positive guidance strategies to support social-emotional growth and conflict resolution.Qualifications:, • High school diploma required; associate's or bachelor's in Early Childhood Education preferred, • Child Development Associate (CDA) preferred, • 1-2 years of previous experience working with young children in a licensed childcare or preschool setting preferred, • Has successfully completed state-required pre-service training, • Develops relationships and communicates effectively with children, families and faculty members, • Ability to lift up to 50 lbs. in connection with the handling of childrenIf you’re an energetic, nurturing person looking for a supportive and fun workplace, join us! Our School offers a premium educational experience in state-of-the-art facilities, helping every child become a joyful, confident learner ready for success in school and life.

Job Description WHO WE ARE Southwest Leadership Academy Charter School (SLACS) was founded to address the need for community access to exceptional, leadership based education in the heart of southwest Philadelphia. Currently, Southwest Leadership Academy Charter School supports just under 500 students in grades K-8 in single gender classrooms, leveraging research from the world- renowned Gurian Institute around socio-emotional learning and differentiation between the sexes, fueling growth, leadership and engagement for all students. Classrooms in grades K-1 are supported by two educators from the SLACS team – a lead teacher as well as an Apprentice Teacher, translating to more 1:1 student/teacher instructional time as well as increased opportunities for differentiated instruction for students. WHAT WE BELIEVE At SLACS, we believe that every child: • Is a developing leader waiting to be fostered., • Is capable of high academic achievement., • Can positively impact and contribute to the school and community., • Needs a positive and hopeful definition of reality in order to succeed We understand the importance of a collaborative learning environment between teachers, parents, and school staff in setting up every child’s educational success. OUR COMMITMENT SLACS is committed to building talented and committed cadres of teachers charged with the skills to develop leaders by empowering scholars to change the factors that define their reality. Our staff will work with students to develop the leadership skills necessary to drive complete community rejuvenation in Southwest Philadelphia. In developing these skills, students will cultivate an array of leadership components that they can apply to community change on a global scale. REQUIREMENTS AND QUALIFICATIONS MINIMUM REQUIREMENTS • Minimum of a High School Degree (or equivalent) with a preference for an Associate or Bachelor Degree from an accredited college or university. Required criminal history background check, physical and proof of U.S. citizenship, or legal resident alien status. PREFERRED • Interest in working with urban schools, students, and communities QUALIFICATIONS & RESPONSIBILITIES A SLACS Non-Teaching Assistant is tasked with providing assistance to instructional programs by assisting the Lead Teacher in achieving educational objectives by working with individual scholars or small groups, with a special focus on scholar behavioral supports. The non-teaching assistant assists the teacher in providing a well-organized, smoothly functioning classroom environment in which scholars can take full advantage of the instructional program and available resource materials. The Non-Teaching Assistant is specifically responsible for, but not limited to: • Under the guidance of the Assistant Principal of Climate and Culture, ensuring a focused and high achieving school climate and culture, • Working as part of the climate and culture team to develop a positive, organized, data-driven, and reflective school climate and culture, based on best practices., • Collaborating with school staff to create an environment that is safe for students at all times and conducive to achieving the school’s vision and mission., • Consistently and effectively executing and reinforcing school wide culture systems including student arrival, dismissal, transitions, norms, expectations, code of conduct, and incentive systems., • Maintaining a high level of ethical behavior and confidentiality of information about scholars and classroom teachers in regard to behavior activities, • Recording student behaviors and administer socio-emotional focused procedures according to positive behavior support plans., • Supporting the implementation of behavior management programs designed by teachers and/or Special Education Coordinator. This includes using reasonable judgment that is fair, equitable and considers all involved when redirecting and/or reprimanding students, • Assisting in the preparation of materials for class, classroom activities, assignments, and location of supplementary materials., • Supporting discipline protocols, records, and violations (uniform, busing, etc…) assigned by the Dean of Students., • Supervising and monitoring the lunchroom before school and during lunch periods on assigned days., • Assisting scholars in/ with:, • admissions and dismissal daily;, • transitions to and from the classroom for specialty ;, • supervision of scholars during emergency drills;, • use of equipment and in day-to-day activities;, • navigating hallways and bathrooms., • Observing and intervening to redirect inappropriate behavior using appropriate socio-emotional focused practices aimed at redirecting students toward positive learning behaviors, • As needed, will connect with student’s family/guardians/Lead Teacher/ Dean of Students to devise practices toward supporting a student in engaging in more positive school-based behaviors., • Assists, monitors, and guides scholars in paying attention, participating in activities, and completing tasks. An ideal candidate for this role will demonstrate the following and/or have experiences with: • Commitment to the success of all SLACS students and specifically to raising the academic achievement of children in high-poverty communities and/ or children with special needs., • Desire to grow professionally and seek out new opportunities to learn; and integrity and clarity in all communications and interactions., • Excellent oral and written communication skills, in addition to computer skills., • Outstanding interpersonal and teamwork skills, especially when working with students and families in regard to behavioral supports., • Flexible, optimistic approach; committed to overcoming challenges; problem-solving skills., • Able to thrive in a fast-paced environment. SALARY, BENEFITS, AND EMPLOYMENT PERIOD SALARY RANGE Competitive salary based on education and experience. BENEFITS • Medical, Dental, and Vision Plan, • Flexible Spending Account, • 401K Matching Plan EMPLOYMENT PERIOD • Ten (10) Months, non-tenureable position Powered by JazzHR WvgHxuAzt6

Job DescriptionBenefits: • Bonus based on performance, • Competitive salary, • Dental insurance, • Employee discounts, • Health insurance, • Opportunity for advancement, • Paid time off, • Training & development, • Vision insurance Are you looking for a rewarding career working in the early childhood education field? Come be a part of our growing team! The Goddard School in Philadelphia-Spring Garden is accepting applications for an immediate full-time position for an assistant teacher/floater position. We are committed to creating fun, hands-on learning experiences for children. Previous experience and an education-related degree are preferred. A Teacher at The Goddard School is responsible for establishing and maintaining a safe, healthy and nurturing learning environment. Additionally, a resource floater teacher would support lead and assistant teachers in the classroom in all age groups. The Goddard School ® is a leader in the franchised preschool industry. The Goddard School uses a professional approach to provide the highest standard in health and safety, to develop a life-long love of learning. The Goddard School faculty is made of caring and dedicated teachers who understand each child’s needs. The faculty members are highly qualified childhood educators who use their creativity and the state specific learning outcomes as the basis for unique lesson plans brought to life in a fun and imaginative way. General Qualifications A Teacher must meet the qualifications of his/her state and those set forth in the National Standards for hiring (see www.bls.gov), and more. Teacher Responsibilities A Teacher’s responsibilities may include, but are not limited to, the following: Establishing and maintaining a safe, healthy, and nurturing learning environment by: • -Designing an appropriate room arrangement to support the goals and developmental level of the children in your classroom., • -Understanding and implementing, when necessary, The Goddard School’s emergency procedures., • -Posting schedules that meet the children’s need for routine and learning.Ensuring a well-run, purposeful program responsive to participant needs by:, • -Building teamwork., • -Developing lesson plans., • -Managing your classroom according to The Goddard School standards.Resource/Assistant Teacher Qualification Requirements:, • High School Diploma required, • Prior childcare experience requiredThese positions are supervised and evaluated by the Director but receives work support and assignments from the Director, Owner or Assistant Directors. Benefits: The Goddard School offers competitive compensation based on experience, education and certifications. We provide outstanding opportunities including but not limited to: • Competitive salary, • Exceptional Professional Development, • Supportive Team Environment, • Paid Holidays and Vacation Time, • Medical/Dental/Vision Plans, • Discounted Child CareThe Goddard school is committed to ensuring that its services are provided in a non-discriminatory manner without regard to race, color, religious creed, disability, handicap, ancestry, national origin, age, sex or limited English proficiency.

Job DescriptionBenefits: • No nights and weekends, • Childcare discounts, • Recognition programs, • Professional development and CDA tuition reimbursement, • Tuition reimbursement, • 401(k), • Competitive salary, • Health insurance, • Paid time off, • Training & development The Goddard School® located at: Northern Liberties Philadelphia Pa 19123 is seeking passionate Lead Teachers for our new school opening in September! At our School, we put our teachers first because they put our students first. Join us to create a nurturing environment for young children by implementing an engaging, developmentally appropriate curriculum using our proprietary Wonder of Learning® program, lead daily activities, inspire young minds and collaborate with a supportive team! Nurture your growth. Empower your success. Join our welcoming community, where you can grow and make a real difference in children’s lives every day. If you’re passionate about education and children, and ready to advance your career, we’d love to hear from you! Lead Teacher Key Responsibilities: • Curriculum and Instruction: Implement age-appropriate lesson plans and activities using our proprietary Wonder of Learning® curriculum to engage and support each child’s growth, • Classroom Management: Create and maintain a safe, nurturing, and inclusive classroom environment, • Family Communication: Maintain open, effective and positive communication with families and guardians about their child’s progress and daily activities, • Health and Safety: Supervise children during indoor and outdoor activities to uphold health and safety standards, licensing regulations and ensure their well-being, • Professional Development: Participate actively in ongoing professional development and training opportunities to enhance teaching skills, • Assessment and Documentation: Observe, assess and document children’s learning and development to inform activities and share insights with families, • Team Collaboration: Support Assistant Teachers and Resource Teachers, fostering a collaborative and positive team environment., • Behavior Guidance: Model and implement positive guidance strategies to support social-emotional growth and conflict resolution.Qualifications:, • High school diploma required; associate's or bachelor's in Early Childhood Education preferred, • Child Development Associate (CDA) preferred, • 1-2 years of previous experience working with young children in a licensed childcare or preschool setting preferred, • Has successfully completed state-required pre-service training, • Develops relationships and communicates effectively with children, families and faculty members, • Ability to lift up to 50 lbs. in connection with the handling of childrenIf you’re an energetic, nurturing person looking for a supportive and fun workplace, join us! Our School offers a premium educational experience in state-of-the-art facilities, helping every child become a joyful, confident learner ready for success in school and life.

Job Description Job Title: Reading Interventionalist (6-8) Supervisor Job Title: Principal Employment Status: Full-time; 10-Month FLSA Status: Salary The management services offered to our family of charter schools, allows us to collectively become a change agent and national leader in urban education as evidenced by student awareness of self, high academic achievement, positive school culture and community transformation wherever we serve. Location: Universal Creighton Charter School, 5401 Tabor Ave, Philadelphia, PA 19120 (Northeast Philadelphia) Essential Functions The Reading Interventionalist provides leadership, coordination, collaboration, and innovation in reading curriculum and instruction, so that each student may drive maximum benefit from the 6-8 middle school reading curriculum. Performance Responsibilities: Advisory • Observes disabled readers in the classroom, upon teacher’s request., • Assists classroom teachers in the diagnosis of students and collaborates in planning the instructional strategies., • Assists in the selection of appropriate materials utilized by the classroom teacher for corrective measures., • Provides demonstrations of new methods and materials (i.e. team teaching). Developmental Reading • Develops and implements a remediation plan for students who have third grade comprehension test results identified as basic or minimal., • Utilizes the Reading Recovery method of intervention and instruction for primary students, particularly in grade one., • Is responsible for maintaining the literature collection., • Plans and conducts periodic evaluations to assess the need for changes in the reading program. Curriculum • Plans and develops special reading projects as approved or provided., • Serves as a resource to the board and administration in areas of reading instruction and curriculum., • Provides leadership in the development and implementation of the 6-8 reading program. Ensures that reading is a component of the K-8 Language Arts. Remediation • Assesses the reading referrals of parents/guardians, teachers, and support staff., • Provide remedial instructional needs of students K-8 through collaboration with staff, occasional small group instruction and staff development in content area reading strategies. Education/Experience • Bachelor’s Degree or higher degree with major in assigned area., • A valid reading specialist certificate., • A minimum of three years teaching experience., • Demonstrates a commitment to ongoing education/continuing professional development., • Experience in supporting teachers., • Strong record of helping students achieve academic success in reading., • Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help students reach a level of academic excellence., • Model positive and healthy character traits and habits, such as being organized, consistent and understanding., • Unquestioned integrity and commitment to the Universal’s mission and willingness to serve the Universal community. Physical Demands • While performing the duties of this job, the building sub is regularly required to:, • Speak, stand, talk, walk, see, hear and, sometimes, to sit., • Occasionally required to stoop, kneel, crouch, or crawl., • Occasionally lift and/or move up to 50 pounds., • Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print., • Frequently bend, reach above the head, as well as forward, and use fine motor skills. Salary Minimum starting salary of $59,000. Placement above the minimum will be adjusted based on relevant experience, credentials, and demonstrated expertise. The Universal Family of Charter Schools adheres to the policy of providing equal employment opportunities to all job applicants and employees regardless of race, color, religion, sex, age, national origin, veteran status, disability, or sexual orientation.

Job Description The Teacher of the Deaf at Overbrook School for the Blind exudes a passion for the school, its students, its employees, and its mission. This position will report directly to the Educational Program Supervisor. The Mission of Overbrook School for the Blind (OSB) is to develop and deliver education that enhances the options available for persons with visual impairments, including those with additional challenges so that they have the greatest opportunity to experience active and fulfilling lives. Organizational Description: Overbrook School for the Blind serves students who are blind or visually impaired with or without additional disabilities (such as intellectual disability, cerebral palsy, hearing impairment, sensory issues, and including those who require specialized medical care) receive a customized, individualized education based on state educational standards. OSB is more than a school, it is a community where students, families, and staff support one another and come together to build a bright future. Job Functions: The teacher will demonstrate knowledge of special educational techniques and adapted materials for working with students who are deaf, hard of hearing, deafblind and students with additional challenges. These include but are not limited to ncorporating appropriate communication systems, including but not limited to sign language, tactile sign, object symbols, tactile symbols, augmentative and alternative communication (AAC), gestures, visual communication systems, social skills, assessment and curricula for enhancing communication skills, and collaborating with classroom teachers/TVIs and staff to ensure that instruction is accessible through appropriate auditory, visual, tactile, and multisensory approaches. The teacher will continue his or her professional development through attendance at in-service training provided by the school and through seeking additional training pertinent to the children in his or her care. This would include obtaining certification in visual impairment, if not already obtained, and eventually obtaining Level II Certification. • Develop and implement an Individualized Instruction Plan for each student based upon assessment of students’ strengths and needs., • Develop classroom goals and objectives that reflect the IEP., • Provide direct and/or consultative instruction to students who are based on the Individualized Education Program (IEP)., • Maintain current knowledge of best practices in deaf education, deafblind education, communication, assistive technology, and related areas., • Consult in the CVI clinic when requested., • Provide initial and ongoing training for interveners regarding deafblind educational practices, communication, sensory access, environmental information, and student-specific instructional needs., • Provide coaching and observation to interveners and offer constructive feedback regarding implementation of student programs., • Collaborate with classroom teachers and TVIs to ensure that interveners understand and appropriately implement IEP goals, accommodations, communication systems, and instructional strategies., • Serve as an active member of the DeafBlind Resource Team, contributing specialized expertise to school-wide programming and student support., • Work with Specialty Teachers, including Therapists, to develop programs for students and to assist in implementing the programs in the classroom., • Participate in the yearly IEP meeting., • Stay current with developments in the field of deaf education., • Participate in in-service training, conferences, and professional learning communities., • Maintain certifications and licensure as required by the state or jurisdiction., • Maintains a safe and age-appropriate environment for students., • Use school equipment and facilities properly., • Follow the OSB Handbook and guidelines. Expected Skill Set: • The teacher will maintain a professional attitude at all times and will fulfill assigned duties and special activities., • The teacher will contribute as a member of the program team to the long-range planning efforts of the program and the school., • The teacher will demonstrate problem-solving ability and flexibility, and a willingness to work with others to ensure the best program for the children., • The teacher will demonstrate good time management skills., • The teacher will demonstrate good written and spoken communication skills., • The teacher will demonstrate competence in understanding the visual etiologies of the students. This information will be used to design and implement the student program., • The teacher will demonstrate skills in effectively interacting with the parents., • The teacher will demonstrate the ability to handle confidential information appropriately., • The teacher will demonstrate crisis intervention skills and leadership skills with respect to the classroom and the individual students in his or her charge. Minimum Education and Experience Qualifications: • Bachelor's degree from an accredited college or university in Deaf Education, Education of the Deaf and Hard of Hearing, Special Education (working toward a Teacher of the Deaf degree); master's degree preferred., • Must have Current PA Teacher Certification., • Experience working with students with blindness/visual impairments and additional disabilities., • Must be certified in First Aid and CPR/AED., • A valid driver’s license is required. Physical Requirements & Work Environment: • Lifting: must be able to lift 50 lbs minimum. Participate in 2-person lifts., • Working Environment: Employees are subject to accidents and/or injuries, which may be incurred during the performance of the essential functions of the position. Work is primarily indoors, but some outdoor activities may be required., • Physical Requirement: The employee must be able to perform the essential functions of the position with or without reasonable accommodation. The position may require frequent movement throughout the school environment, including classrooms, therapy areas, residential areas, vocational settings, and community-based instructional environments. Duties may include assisting students with positioning, mobility, communication, instructional materials, and other educational activities consistent with the employee's role and training. Benefits and Pay: OSB offers a competitive salary and benefits package reflective of the applicant’s training and experience, including liberal financial support for the pursuit of advanced degrees. Applications from members of communities traditionally underrepresented in school administrative positions are invited. Overbrook School for the Blind Equal Employment Opportunity Statement: Overbrook School for the Blind (OSB) has, and will continue to follow, a policy of recruiting, employing and promoting individuals best qualified for any position by reason of education, training, and experience without regard to race, color, ancestry, genetic information, familial or marital status, domestic or sexual violence victimization, ethnicity, religion, age, sex (including pregnancy, childbirth or a related medical condition), sexual orientation, gender identity, national origin, or non-job-related disability or the use of a guide or support animal because of blindness, deafness or physical disability. OSB shall not discriminate against an individual who has exercised his/her rights against discrimination in accordance with applicable federal, state, or local laws. Overbrook School for the Blind offers a competitive salary and benefits package reflective of the applicant’s training and experience. 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Job Description Position Title: Cultural Arts Teacher Reports to: Chief Executive Officer and Principal Term: Ten (10) month position, salaried POSITION SUMMARY: Cultural Arts Teachers are responsible for providing direct instruction to all scholars. Cultural Arts Teachers are responsible for the development of lesson plans and curriculum materials used to support the educational development of children. The teacher is responsible for demonstrating strong written and oral communication skills, interpersonal skills, as well as good organizational ability. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. GENERAL RESPONSIBILITIES • Work with students in small groups and large groups, • Collaborates daily in regards to student progress, • Acts as a resource person to teachers, scholars and parents, • Consults with school administrators, parents and other interested parties in the development and implementation of individual scholar plans, • Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence, • Maintain accurate records, • Identifying the educational needs of scholars and altering instruction to meet student needs, • Analyzing information and evaluating results to choose the best solution and solve problems, • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement, • Employ strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory, • Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children, • Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need Other duties as assigned by CEO or Principal QUALIFICATIONS: • Education Certification preferred, • A minimum of a Bachelor's Degree and preferably a Master's Degree in the human services field, • Ability and willingness to work an extended schedule, • Proven ability to work well with children, adults and parents, • Demonstrated ability to analyze raw data and develop goals for students, • Experience working with a diverse population including low to moderate-income families., • Ability to multi-task and prioritize duties required KNOWLEDGE: • The community served by the school, • Modification and Accommodation Implementation, • Conflict resolution skills, • School policies and procedures, • State and Federal rules and regulations ABILITIES: • Demonstrate an understanding, patient and receptive attitude toward scholars, • Establish and accurately maintain a variety of files and record keeping systems, • Communicate effectively orally and in writing, • Understand and carry out oral and written instructions, • Perform a variety of clerical functions, • Deal with sensitive material in a confidential manner, • Establish and maintain co-operative relationships with those contacted during the performance of required duties, including school personnel, students, parents and the community, • Maintain regular attendance, • Ability to communicate information and ideas in writing., • Teach personal development skills such as goal setting, independence, and self-advocacy, • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions, • Ability to prepare lesson plans and organize a meaningful instructional program, • Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies, • Ability to evaluate critically the educational achievements of students and to give assignments according to their interests and ability, • Demonstrate the ability to exercise patience, caring and concern in new and sometimes stressful situations

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