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Job DescriptionDescription: Step Forward in Your Career: Behavior Therapist Opportunities Available Join our dynamic team at Step Forward ABA, where we're passionate about empowering individuals with Autism to reach their full potential. As a Registered Behavior Technician, you'll play a vital role in helping children develop essential skills, build confidence, and thrive in a supportive and inclusive environment. Your Dream Job Awaits! • Work one-on-one with children using evidence-based ABA techniques to promote independence, social skills, and personal growth through fun and interactive activities tailored to each child's unique needs., • Teaching skills to enhance communication and functioning, • Implementing and facilitating behavior plans, monitoring outcomes, and adjusting strategies as needed, • Restructuring environments to support positive outcomes and reduce problematic behaviors, • Collecting data and maintaining accurate records, • Communicating with behavior analysts, families, and peers to coordinate activities and advocate for individual needs, • Completing daily progress notes and maintaining accurate records RBT Perks and Benefits: • $300 Sign-On Bonus for active state RBT licensure, • PTO (and/or Sick time- in compliance with state req) for all employees – Start accruing on DAY 1, • Health/Dental/Vision - available to full-time employees, working more than 30 hrs/wk, • Annual celebrations and team events, • 401(k) with matching, • Flexible schedule options, • Professional development assistance, • Tuition discount for several online universities, • Mileage reimbursement, • Paid RBT Training Program, • Student Analyst Program, • Referral program RBT Pay Ranges Based on Experience & Education: Pay: $20.00 - $28.00 per hour Requirements: Qualifications: • High school diploma or GED equivalent, • Pass a National Criminal Background check, • RBT Certification required, • Completion of RBT certification process within 30 days of employment, • Reliable transportation, • Ability to physically engage with children in a fast-paced environment, lifting up to 30lbs and maintaining a safe and tidy workspace., • Spanish-speaking skills are a plus but not required., • Must be willing to travel and work in-home settings., • Childcare (nanny, babysitter, preschool teacher, tutor, etc.) (Preferred), • Mental health advocates and professionals (QMHP, behavioral health technicians) (Preferred), • Camp counselors, volunteers, youth faith group leaders or youth coaching (Preferred), • Degrees in special education, teaching, psychology, sociology, or related fields (Preferred), • Experience as direct support, paraprofessionals, or life skills assistants (Preferred) Join Our Caring, Team-Oriented Culture! If you're eager to make a difference in the lives of children with developmental disabilities, we want to hear from you! Apply today to become a part of our dynamic team and start unlocking potential!

Job DescriptionCompany Description La Rabida Children’s Hospital provides specialized, family-centered health care to children with medically complex conditions, disabilities, and chronic illness. Through expertise, compassion, and advocacy we help children and their families reach their fullest potential, regardless of their ability to pay. Our not-for-profit hospital, licensed for 49 beds, helps transition children from neonatal or pediatric intensive care to home, by providing medical, rehabilitative and developmental care, and by training families to continue treatments and manage the necessary equipment in the home. La Rabida also provides extensive rehabilitation for those recovering from wounds or burns and treatment for exacerbations of chronic conditions. The hospital’s enhanced pediatric patient-centered medical home provides primary care to children with complex medical conditions and their siblings. Children with medical homes elsewhere come to La Rabida for specialty services. La Rabida offers a wide range of specialty services provided to children with sickle cell disease, diabetes, and many others. Children are supported in their emotional and developmental growth, particularly in cases where such growth has been interrupted by accident or disease. Finally, La Rabida provides forensic and treatment services for children exposed to abuse and neglect, comprehensive assessments for wards of the state, early intervention for children between 0 and 3 years of age. Care coordination services for medically complex children are also provided for those who are covered by a health plan and receive care from providers in Cook County Job Description Pediatric advanced practice registered nurse (APRN) will provide acute inpatient services to children from birth to young adults. A collaborative agreement is developed and updated through the credential process and as needed, with the current Physicians. • Utilizes advanced knowledge, skills, and expertise in pediatrics to implement an APN role for an identified population of inpatients, health promotion, prevention of disease, acute care clinic, and management of chronic disease, • Performs delegated medical functions as described in written protocols and/or a collaborative agreement that have been approved by medical and nursing administration, • Does daily documentation and billing for assigned inpatients in conjunction with the hospital medicine attendings, • Demonstrates advanced nursing clinical judgment and competence consistent with evidence-based practice in assessment, planning, implementation, and evaluation of identified patients, • Monitors clinical outcomes to improve the quality of care for patients. Evaluates and modifies the plan of care as needed, • Facilitates collaborative practice with the multidisciplinary team to provide a comprehensive, coordinated needs assessment and treatment plan. Communicates the plan to the patient, family, and other care providers, both within the Hospital and with appropriate community agencies to provide continuity of care. Acts as a patient advocate, • Integrates the role of teacher into clinical practice to provide patient education. Assesses learning needs, provides for education and evaluates learning objectives are achieved. Assists the staff in providing patient and family education, • Promotes professional growth and development of staff nurses by providing continuing education to advance knowledge and skills in identified areas of clinical expertise. Provides leadership by assisting new practitioners and graduate nursing students with role development and socialization, • Interprets scientific information in areas of expertise through formal and informal educational sessions, • Consults within the organization on current pediatric clinical practice and disease management in area(s) of expertise. Functions as a resource to the community in areas of expertise, • Participates as a member of related professional organizations, • Functions as a role model and informal leader, • Demonstrates competence in nursing research through:, • Utilization of research studies to guide clinical practice, • Participation in research studies, • Evaluation of outcomes, • Interprets and communicates research findings to nursing staff to advance practice, • Establishes diagnoses for common short-term and chronic health conditions, • Orders and conducts timely follow-up on laboratory and radiologic tests, • Performs other therapeutic or corrective measures as indicated, • Prescribes medications as appropriate, • Consults and/or refers patients to licensed physicians or other health care providers as indicated, • Reviews laboratory results, consultant examinations and follow up on those requiring intervention, • Appropriately documents all findings concisely and completely utilizing the electronic medical records system, ensuring all entries are dated and signed within 48 hours of the patient visit, • Stays current with evidence-based practice and standards of practice, • Assists in the education of patients, nurses, and other clinical team members, • Performs other duties as assigned Qualifications • M.S Degree; training as Pediatric Nurse Practitioner, preferable acute care trained, • Current Illinois Advanced Practice Nurse (APRN), • 3 years or more experience as an APRN; pediatrics preferred, • Bilingual Spanish preferred, • Excellent written and verbal communication skills, excellent interpersonal skills, demonstrate knowledge and expertise in patient care (pediatrics preferred), • Active member in appropriate professional organization, • CPR issued by the American Heart Association or the American Red Cross; Pediatric Advance Life Support required Additional Information La Rabida Children’s Hospital is very proud to be an Equal Employment Opportunity Employer La Rabida is a place unlike any other. We understand the needs of families with children dealing with the most serious or complicated of conditions. With teams of the best healthcare providers in Chicago, we give continuous, comprehensive care, education, and support, helping families face their unique obstacles head-on. La Rabida Children’s Hospital is very proud to be an Equal Employment Opportunity Employer.

La Rabida Children’s Hospital provides specialized, family-centered health care to children with medically complex conditions, disabilities, and chronic illness. Through expertise, compassion, and advocacy we help children and their families reach their fullest potential, regardless of their ability to pay. Our not-for-profit hospital, licensed for 49 beds, helps transition children from neonatal or pediatric intensive care to home, by providing medical, rehabilitative and developmental care, and by training families to continue treatments and manage the necessary equipment in the home. La Rabida also provides extensive rehabilitation for those recovering from wounds or burns and treatment for exacerbations of chronic conditions. The hospital’s enhanced pediatric patient-centered medical home provides primary care to children with complex medical conditions and their siblings. Children with medical homes elsewhere come to La Rabida for specialty services. La Rabida offers a wide range of specialty services provided to children with sickle cell disease, diabetes, and many others. Children are supported in their emotional and developmental growth, particularly in cases where such growth has been interrupted by accident or disease. Finally, La Rabida provides forensic and treatment services for children exposed to abuse and neglect, comprehensive assessments for wards of the state, early intervention for children between 0 and 3 years of age. Care coordination services for medically complex children are also provided for those who are covered by a health plan and receive care from providers in Cook County SUMMARY: Ambulatory physician provide acute medical care and primary preventive care services to children from birth to young adulthood. ESSENTIAL FUNCTIONS: • Utilizes advanced knowledge, skills, and expertise in pediatrics for an identified population of patients, including acute & primary care, health promotion, prevention of disease, and management of chronic disease. Performs delegated medical functions as described in written protocols and/or a collaborative agreement that have been approved by medical and nursing administration., • Systematically assesses the physical, psychosocial, and developmental needs of patients and families through the use of a medical screening exam (MSE), history and physical exam, and other assessments as appropriate. Develops a plan of care for each patient/family based on assessment and documents according to policy., • Demonstrates competence consistent with evidence-based practice in assessment, planning, implementation, and evaluation of identified patients. Monitors clinical outcomes to improve the quality of care for patients. Evaluates and modifies the plan of care as needed., • Integrates the role of teacher into clinical practice to provide patient education. Assesses learning needs, provides for education and evaluates learning objectives are achieved. Assists the staff in providing patient and family education., • Consults within the organization on current pediatric clinical practice and disease management in area(s) of expertise. Functions as a resource to the community in areas of expertise., • Participates as a member of related professional organizations., • Functions as a role model and informal leader., • Education: MD/DO, • License: Unrestricted medical license in Illinois; board certified pediatrician required, • Experience: Post residency; 2-3 years of experience; experience with medically complex and technology dependent patients is appreciated, • Job Type: Full-time (1.0 FTE), • Language: Bi-lingual Spanish preferred, • Specialized Knowledge and Skills: Excellent written and verbal communication skills, excellent interpersonal skills, demonstrate knowledge and expertise in patient care (pediatrics preferred). Active member in appropriate professional organization, • Certifications: CPR issued by the American Heart Association or the American Red Cross., • Pediatric Advance Life Support La Rabida Children’s Hospital is very proud to be an Equal Employment Opportunity Employer La Rabida is a place unlike any other. We understand the needs of families with children dealing with the most serious or complicated of conditions. With teams of the best healthcare providers in Chicago, we give continuous, comprehensive care, education, and support, helping families face their unique obstacles head-on. La Rabida Children’s Hospital is very proud to be an Equal Employment Opportunity Employer. PandoLogic. Keywords: Pediatrician, Location: Chicago, IL - 60608

Job DescriptionGeneral Manager – Cedars Mediterranean Kitchen Location: Hyde Park, Chicago, IL Compensation: $62,500–$72,500 + Health Stipend + Quarterly Bonus Program (10% annual) Schedule: Full-Time, ~50 hours/week (35-45 hours on the floor) Cedars Mediterranean Kitchen is a family-owned Hyde Park institution serving Chicago for over 30 years. With 70% dining room service and 30% high-volume catering, we’ve built five consecutive years of sales growth and remain deeply connected to our neighborhood. We are seeking an experienced, Spanish-speaking General Manager to lead our 15-20 person team, own financial performance, and carry forward our culture of care, accountability, and community. Responsibilities * Lead daily operations with a hands-on presence (30–35 hours weekly alongside the crew). * Full P&L accountability including labor (20% target), COGS, and profitability. * Build and sustain a high-performance culture through clear standards, team-building, and accountability. * Oversee and grow catering operations (30% of business). * Implement, refine, and teach operational systems for consistency and guest satisfaction. * Partner with ownership, who are present and invested in the business. * Manage staffing and operations to adapt to seasonal fluctuations (busy when University of Chicago is in session; slower in summer and major holidays). Requirements * Minimum 3–5 years of GM or AGM experience in restaurants or hospitality. * Fluent Spanish speaker (preferred). * Experience managing 25+ employees. * Familiarity with Toast POS strongly preferred. * Strong financial acumen and ability to manage budgets. * Patient, teacher-minded leader who thrives in a family business environment. * Demonstrated ability to balance care with accountability. Compensation & Benefits * Base salary: $62,500–$68,500 (commensurate with experience). * Bonus program: 10% annual bonus, paid quarterly, tied to performance. * Health stipend provided. * Opportunity to grow with a stable, family-owned business. Powered by JazzHR nnkaWpVxoA

Job DescriptionTotus Lingua est buscando un profesor de espaol para clases matutinas en escuelas primarias (Preknder a 8vo grado) Chicago, IL. 60634 Requisitos: -Experiencia enseando espaol requerida -Licenciatura requerida -Apariencia ejecutiva profesional -Ama y entiende a los nios -Energtico, ya que el puesto requiere mucho agacharse y moverse -Capacidad para administrar un aula y proporcionar disciplina amigable para los nios -Capaz de comunicarse en ingls Informacin adicional: -Puesto de medio tiempo -Horario escolar -Mircoles y jueves -Horas por semana: Hasta 35 horas por semana, dependiendo del lugar de enseanza -Salario: Desde $25 por hora Visita nuestro sitio web en para ms detalles. Por favor enve su currculum con una foto. Tipo de trabajo: Medio tiempo Beneficios: Tiempo libre remunerado Experiencia: Enseanza de espaol: 2 aos (Requerido) Lugar de trabajo: En persona

Job Description Special Education Teacher - IJLA COMPANY DESCRIPTION Instituto Justice and Leadership Academy (IJLA) is a small Options school that feels like home for the 150 Latinx youth we serve from Pilsen and the surrounding community. IJLA is a second chance high school designed to serve students between the ages of 16-21 who are seeking a more personalized and individualized program. We provide students with an interdisciplinary, project-based academic program while simultaneously providing strong social emotional supports. Our educational philosophy is rooted in social justice and focuses on rebuilding students’ perspective of learning in order to navigate life in a meaningful and purposeful way. We invigorate hope and restore students’ hearts and minds to reclaim their education, graduate, and transform into agents of change. POSITION DESCRIPTION In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. The special education teacher provides appropriate, effective, and culturally relevant instruction to, while ensuring a safe environment that supports student’s social-emotional growth and individualized education plan (IEP). ESSENTIAL DUTIES AND RESPONSIBILITIES • Designing lessons consistent with student IEP, • Utilizing adaptive devices/technology to provide general curricular content access to students, • Preparing and implementing IEPs (including transition plans and behavior management plans) for each assigned student based on individually assessed needs, • Using appropriate assessment instruments pertinent to academic, communication, and behavioral areas, • Adapting teaching materials to make it appropriate and relevant to the students’ needs, • Conducts individual or group sessions to meet educational, social, and emotional needs of the students, • Participates on the school-based intervention team, in-school staffing team and in the screening processes, as appropriate, • Actively participates on student IEP meetings, • Uploads/Updates all documentation in accordance with CPS and IJLA program compliance, • Plans and implements self-care programs, including direct assistance to students (e.g., toileting, positioning, lifting, feeding, etc.), • Monitors and oversees services provided by paraprofessionals and/or other support personnel assigned to classroom and/or student in classroom, • Obtains and monitors present levels/baselines of assigned special needs students, • Refers those students who require further evaluation or follow-up services to the appropriate school personnel, • Provides timely feedback to students, parents and administrators of student progress, expectations and goals, • Includes a school-wide focus on the social/cultural domain of learning and student experience, • Participates on Teacher Parents Conferences to discuss academic student progress, • Contacts parents via e-mail, phone or during Parent Teacher Conferences to discuss academics and behavior on a regular basis, • Willingness to sponsors extracurricular activities, • Follows all IJLA’s school-wide standards regarding teacher behaviors, • Adheres to all IJLA’s electronic and web-based rules and restrictions., • Follow all guidelines found in the Instituto and IJLA employee handbooks, • Identifies and participates in conferences, workshops and Professional Development sessions to keep up to date with the best teaching practices and implementing best practices in the classroom., • Works collaboratively with instructors of core subjects to identify multiple learning strategies in order to successfully teach students with varying learning styles most effectively and in an engaging manner, • Work collaboratively with social workers, special education staff, and deans of students to ensure the behavioral and educational abilities of students are developed for success after high school., • Uses reflective practices to assess personal and professional growth in order to seek out opportunities to continually advance professional knowledge and skill QUALIFICATIONS • Completion of a Bachelor’s degree in special education and/or core area content, • A valid Illinois Professional Educator License (PEL) in one of the following areas: Special Education (PK-Age 21) endorsement (LBS1) or School Support Personnel endorsement with a supervisory endorsement, • Reading and/or ESL/Bilingual endorsement a plus, • Five years of experience working with students with disabilities required, • ICTS Basic Skills and Content Area tests successfully passed, • Working knowledge of federal and state laws related to the education of Diverse Learners, • Ability to maintain a high sense of confidentiality, • Able to work with a wide variety of people, • Team player and willing to take on multiple tasks at once and independent worker, requires minimal supervision, • Exceptional organization and time management skills, • Excellent oral and written communication skills, bilingual English/Spanish preferred, • Maintain composure under pressure, • Dependable and punctual, • Strong project management skills, attention to detail and effective management of multiple projects at one time, • Ability to adhere to deadlines, react to unpredictable events quickly and efficiently, be resourceful, manage conflict and challenges The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Approximately 50% of time spent standing as well as some lifting (under 30 lbs.) WORKING CONDITIONS Majority of work performed in a general school environment. Position requires availability for extended hours plus non-traditional hours may be required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings. Add open until filled BENEFITS Medical Dental Vison Life Insurance Short Term Disability Long Term Disability 403b retirement saving plan Chicago Teachers Pension Fund PAID TIME OFF Sick Personal Position open until filled. Instituto Justice and Leadership Academy is an Equal Opportunity Employer

Job DescriptionJob Description As a Bilingual Special Education Teacher at The Menta Education Group, you will have the freedom and ability to educate a small classroom of students in a self-contained setting. Our social-emotional learning environments offer engaged and inquiry-based academics combined with a P.B.I.S. structure. 6340 S. New England Ave. Chicago, IL 606388:00am-3:30pm CT, Monday-Friday, following a school calendarDirect Hire with our school: Return school year after school year (no annual contract)Sign On Bonus for Special Education TeachersResponsibilities • Teach all subjects in a classroom setting, • Provide a differentiated learning environment, • Work collaboratively with staff, including curriculum and clinical staff to yield positive results for the students, • Gain support on-campus from other teachers, administrators, curriculum staff, clinical staff, and various support staff that are Menta employees Have the freedom and ability to personalize learning, • Provide a social-emotional learning environment, • Have a classroom size of around 10 students with paraprofessional support in the classroomQualifications, • IL PEL (Professional Educator's License; out-of-state applicants will need to apply for IL certification) with LBS1 Certification or Other Teacher Certification (Non-Substitute), • Must be proficient in reading, writing, and speaking English and Spanish, • Must be flexible in the ability to teach multiple grade levels as student populations change, • Ability to teach a classroom of students within all basic instructional areas, • Ability to work with youth with emotional/behavioral/academic difficulties, • Ability to be flexible, work in teams and creatively problem solve, • Excellent interpersonal and communication skills, with demonstrated ability to speak and write clearly and persuasivelyCompensation & Benefits, • In accordance with the Pay Transparency amendment to the Illinois Equal Pay Act of 2003, information about pay ranges and employee benefits can be found at the following links:, • Compensation Information:, • Please refer to the "Special Education Classroom Instruction" section for this position's category., • Negotiable Sign-On Bonus for Certified Special Education Teachers Professional Associations and/or Partnerships The Menta Education Group affiliates are members/partners with CEC, CASE, Autism Speaks, ASBA, AAPSEC, AASA, CCSSO, SEAA, ASCD, and many more associations that focus on the education of children with disabilities. Equal Opportunity Employer The Menta Education Group (“Menta”) is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, creed, sex (including sex stereotypes, sex characteristics, gender identity and gender expression), color, national origin, religion, age, pregnancy or related conditions, veteran status, sexual orientation, disability or any other basis protected under federal, state or local law. Any individual needing assistance in making an application for any opening should contact Menta’s office.

Job Description Elementary Music Teacher Job Description You Belong Here! Apply today: Position Summary: Informed by the school's mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Meridian stakeholders with transparency and accountability that best ensures student academic and personal achievement. Elementary Music Teachers will deliver comprehensive music instruction utilizing school-approved curriculum materials, supplemented by relevant resources and materials. Music Teachers are responsible for implementing a well-structured lesson plan that caters to diverse learning styles and accommodations. Furthermore, Music Teachers will create a nurturing classroom environment that fosters social interaction, active participation, and student-led engagement. Collaboration with fellow educators on a regular basis are required in order to support the shared initiatives and endeavors of the school. This may include attending student support meetings, participating in school-wide events, and or engaging in team projects. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Key Competencies/Duties: Implement research-based curriculum and instructional models. * Develop and implement age-appropriate music curriculum aligned with research-based educational standards including the Illinois State Board of Education Music Standards. * Plan, prepare and deliver standards-aligned lesson plans and instructional materials that facilitate active learning. * Utilize technology and multimedia resources to enhance music education experiences * Foster a supportive and inclusive classroom environment conducive to creative expression and musical exploration. * Establish and communicate clear objectives for all learning activities. * Offer opportunities for student-led learning and peer collaboration to enhance musical skills and understanding. * Stay informed about current research and best practices in music education to continuously improve teaching methods and curriculum design. Assess student performance at frequent and regular intervals in order to benchmark progress on course standards and learning targets. * Assess student progress and performance using a variety of assessment methods, including observation, informal assessment, and formal evaluations. * Develop assessments that are in accordance with established procedures. * Provide frequent, specific feedback on work that advances learning. * Maintain accurate and complete records of students' progress and development. * Update all necessary records accurately and completely as required by laws, network policies and school protocols. * Observe and evaluate students' performance and development. * Integrate student choice into assessment structure/product. Build and maintain positive, productive, professional relationships with students, staff, parents, and other stakeholders. * Collaborate with colleagues to integrate music education across the curriculum and promote interdisciplinary connections. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Instruct and monitor students in the use of learning materials and equipment. * Manage student behavior in the classroom by establishing and enforcing expectations and procedures. * Demonstrate respect and regard for students, colleagues, and parents. * Cultivate positive relationships and address the social and emotional needs of scholars using research-based methods as identified by school leaders. * Encourage parent and community involvement; obtain information for parents when requested. * Initiate appropriate conferences with parents, guardians, administrators, etc. in accordance with school procedures. * Effectively, respectfully, and professionally communicate with parents or guardians and students on matters related to student's academic progress, attendance, and conduct. Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice. * Participate positively and productively in department, school, network, and parent meetings. * Actively participate in the development and implementation of new teaching techniques and approaches to assessment. * Actively participate in discussions and programs to improve student performance, experience, attendance, conduct. * Integrate students into curricular planning and assessment development. * Collaborate with the school faculty and administration in the development and implementation of program instruction. * Engage actively, positively, and productively in the instructional coaching process. * Accept and apply coaching feedback. Attend to and fulfill professional obligations as defined by the school and network. * Engage in structured lesson planning that provides differentiated options for multiple skill levels that are objective based using the standards and curriculum identified by the school Instructional Leadership Team. * Produce and share lesson plans in accordance with the procedures established by the school. * Maintain a current, accurate gradebook in accordance with the procedures established by the school. * Implement the grading protocols established by the school. * Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships. * Prepare required reports on students and activities. * Communicate necessary information regularly to students, colleagues and parents regarding student progress, intervention outcomes, and student needs. * Prepare classroom, physical or virtual, for class activities. * Assign and grade class work, assignments, projects, and assessments in accordance with school and network protocols. * Maintain accurate and daily attendance records. * Promptly return phone calls and answer emails within 24-48 weekday hours. * Attend school events to better understand student interest and personalities outside of the regular classroom. * Follow school and network policies and protocols. * Build positive and respectful relationships with staff, students, families, and community partners. * Other duties as assigned, within the framework of the collective bargaining agreement. Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Support the creation of inclusive, identity-affirming spaces for students. * Implement professional practice and responsibilities, demonstrating cultural competence. * Implement D.E.I principles in interactions with members of the school community. Qualifying Education/Licensure: * Bachelor's Degree (Required) in content area or aligned content area (Preferred) * Master's Degree in content area or aligned content area (Preferred) * Illinois State Board of Education Professional Educators License (PEL) (K-8 Required) or current, comparable out-of-state licensure * Illinois State Board of Education Music Endorsement (Required) * Bilingual Spanish/English (Preferred) Other Qualifications: * Experience with planning and teaching elementary school (Required) * Experience in urban elementary school setting (Strongly Preferred) Knowledge and Experience: * Substantial knowledge of subject matter consistent with state certification requirements, academic content, contemporary principles and practices of teaching, assessment, and classroom and behavior management techniques. * Ability to modify instruction as necessary to meet student needs. * Ability to work effectively and professionally with students, parents and/or guardians, staff members, and community representatives. * Capacity to be flexible in approaches to instruction, assessment, and relationship building. * Fundamental understanding of human development principles as applied to children and adolescents. * Strong ability to apply contemporary principles and practices of teaching. * Solid oral and written communication skills. * Sound and professional judgment. * Strong technical skills - ability to work with Google Suite, Microsoft Office Suite, and presentation platforms and equipment. This position is a Full-Time position. Physical Job Requirements: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Apply Today!

Job Description Position Summary: Casa Central’s Early Learning Academy provides high-quality, comprehensive early childhood services for young children (prenatal to age five) and their families. The Home Visitor is responsible for providing quality home-based services to parents that support the parent’s role as their child’s first and most important teacher. Home Visitors support the children’s and families’ holistic development across domains, supporting their readiness for success in kindergarten and beyond. The Home Visitor will develop rapport with parents and work within the framework of the program’s philosophy and objectives. Essential Duties and Responsibilities: Lesson Planning Work jointly with parents to develop weekly lesson plans based on each child’s assessment and identified family needs, including education, mental health, dental health, nutrition, parent involvement, and social services. Child Screening & Observation Conduct developmental and social-emotional screenings, in collaboration with parents/caregivers. Assist in identifying children with special needs and support the process of necessary referrals, including meaningful inclusion of children with disabilities and diverse learning needs in all program activities. Observe, assess, and document each child’s health, skills, behavior, growth, and development. Participant Service Delivery Travel throughout the city of Chicago to reach families of diverse backgrounds. Plan and implement developmentally appropriate home-based activities following the Parents as Teachers (PAT) curriculum. Work collaboratively to provide children with group socialization experiences in conjunction with peers and supervisors. Serve as an advocate for families in the program, working in collaboration with internal partners and external supports. Schedule and conduct 90-minute weekly home visits for each parent and child; schedule make-up visits when visits are canceled. Participate in case management screenings and staffing. Assess and assist with children’s transition out of Early Head Start. Ensure all families have completed a Needs Assessment and established a Partnership Agreement. Ensure goals, referrals, and support to families are followed up on and entered on to ChildPlus. Ensure all children enrolled are current with their schedule of age-appropriate preventive and primary health care and provide support as needed. Administrative Tasks Approve timesheets and ensure compliance with agency and funder guidelines, ensuring that daily activities are within the allowable activities approved by the agency. Maintain and preserve a confidential family file and online database. Complete data entry into database systems, per assigned due dates, and update as needed. Prepare and submit records including, but not limited to, timesheets, weekly schedules, mileage, in-kind, home visits, and socialization lesson plans. Performance & Quality Management Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy. Cultivate a professional and respectful work environment. Be actively involved with, and knowledgeable about, the agency’s Performance Quality Improvement (PQI) structure and process. Program-Specific Activities Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners. Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by Start Early, as well as with relevant federal, state, city, and accrediting/licensing body regulations and requirements. Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children at all times. Act in accordance with the program’s Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children’s first and most important teachers, and maintaining strict child, family, and staff confidentiality at all times. Participate in ongoing trainings and staff development provided by Start Early, Casa Central Home Visitor Supervisors, and other consultants, as well as completing online trainings and attending workshops and conferences. Attend regularly scheduled supervision, staff meetings, education meetings, and other gatherings. Encourage parent participation in program activities such as parent-child activities during home visits, socialization, parent meetings, in the Parent Committee Meetings as well as other events and training. Maintain regular and on-going communication with support staff, Home Visitor Supervisor, and Program Director Community Outreach Actively and enthusiastically support recruitment efforts to ensure that the program is fully enrolled year-round. General Requirements: Sensitivity to cultural diversity is required. Will be subject to drug and alcohol screening, as well as aptitude and skills testing. 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 perform the essential functions. Education/Experience: A.A. Degree in Child Development, Early Childhood Education, or a related field (defined as at least 21 CD/ECE-related credits); a Gateways Infant/Toddler and/or Early Childhood Education Credential at a Level 3 or above is also accepted, as is a Home Visiting CDA (Child Development Associate) Credential. If an applicant does not meet the above education/credentialing requirements, a Professional Development Plan can be implemented, supported by the agency, with an agreement to achieve the required credential/education level within 12 months of hire. Language Skills: Bilingual/Bicultural in English and Spanish in both written and verbal formats. Computer Literacy & Knowledge Skills Abilities: Data entry skills and skills in managing Microsoft applications (i.e., Outlook) to facilitate communication. Preferred knowledge of ChildPlus or other online database systems. Mathematical Skills: Basic mathematical skills are required. Operating Environment and Working Relationships: Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability to establish relationships with families from diverse backgrounds. Must understand the scope of community resources and how they can meet the needs of children and families served. Must be able to make home visits to present, prospective and former clients in their own homes. From time to time, may be required to work weekends and/or holidays. The Home Visitor must have demonstrated the ability to establish helping relationships with families of varying educational, experiential, and socio-economic backgrounds and to handle emergency and crisis situations. Decision Making Authority: Exercises discretion and independent judgment in executing tasks. People Management: Ability to utilize reflective practices to provide support to volunteers, interns, and team members. Strong people skills, ability to express oneself clearly and effectively. Must be tactful, mature and flexible. Remote Work/Technology (WIFI)/Mobile Phone Usage:Eligible for remote work and requires the use of personal mobile phone. Reference Casa Central’s Flexible Work Arrangement Policy for reimbursement information. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk, and engage in conversation in-person and via telephone. The employee frequently is required to use hands. Must be able to lift a 50 lb. Child. 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. The noise level in the work environment is usually moderate. Will work evenings and weekends, as needed. Local travel required for meetings, trainings, home visits, and family advocacy and engagement activities; reliable personal transportation required. Other: Must have a valid driver’s license, car, and insurance—reliable personal transportation is essential for conducting home visits and community-based work (mileage reimbursement provided by the agency). Must have a cell phone with the capability to add applications to communicate with participants and agency staff (monthly cell phone stipend provided by the agency). Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. The content of this job description is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job DescriptionCompany Description We are an independent Montessori school in Chicago serving over 500 students and their families, starting at a parent-infant class and up to 8th grade. We are a community of shared values working to fulfill a meaningful mission. NNM faculty, staff and parents strive for an equitable and inclusive school culture through intentional, reflective practices. We work together to challenge all students to think for themselves, pursue their ideas and become real learners for the real world. Learn more about us on our website: Position Overview: The Instructional Coach, possessing both content and instructional expertise, collaborates with classroom teachers to support student learning and enhance teacher practices. The Instructional Coach focuses on individual and group professional learning that will expand and refine teachers' understanding of research-based, effective instruction. To achieve this purpose, the Instructional Coach provides personalized, one-on-one support tailored to the goals and identified needs of individual teachers. The Instructional Coach strives to build and nurture trusting professional relationships with faculty members. The Instructional Coach reports to the Academic Director of 0-9 or 9-14, and is part of the leadership council. Job Description Essential Functions and Responsibilities: Hiring & Orientation • Participate in the interview process of prospective guides and teaching assistants, • Participate in the orientation process for new hires, • Observe 9-14 faculty and classrooms on a weekly basis while using observation forms for consistency and data collection, • Conduct weekly one-on-one meetings with 9-14 faculty to provide feedback based on classroom observations, • Observe Spanish teachers 1-2 times per month and conduct one-on-one meetings to provide feedback based on classroom observations, • Organize regular monthly communications to faculty, offering tips, strategies, and professional development opportunities, • Collaborate with faculty to proactively set and maintain classroom norms and culture, • Help faculty problem-solve and identify strategies for individual student academic, behavioral or social issues, • Help teachers communicate with families about academic or behavioral issues, • Work with faculty on individual classroom communication to parents, including crafting and editing communication, • Organize substitute coverage for any classroom absences, • Provide temporary adult classroom coverage when necessary, • Co-teach lessons and/or co-facilitate class meetings as a support to new teachers, • Support classroom assistants in their work; offer them classroom management strategies, • Lead faculty in preparation for Parent Education events, • Assist in the reading and review of progress reports, • Participate in Parent Education events as a presenter and/or facilitator, • Facilitate and run level-wide Lesson Study and Child Study, • Plan and coordinate level-wide assessments; assist faculty in proctoring assessments, • Review and interpret assessment results with faculty and use the data to inform instruction, • Ensure faculty are implementing accommodations and recommendations, based on evaluations, IEPs, 504s, • Attend and chaperone the annual student overnight trip, • Participate in carline dailyQualifications, • Bachelor's Degree required, • 6+ years of teaching experience in a Montessori classroom, • Montessori certification in at least one level required, • Demonstrate a deep commitment to the Montessori philosophy and lifelong learning, engaging in ongoing Montessori, and other professional development, • Possess supervisory or related leadership experience in an academic setting, • Bring strong communication skills and an ability to engage in honest talk and difficult conversations with professionalism and respect for all, • Demonstrate an ability to commit to equitable education practices, anti-bias, anti-racist work and learning, • Work collaboratively, respectful of differing opinions, with flexibility and a willingness to learn, approaching obstacles or conflicts with curiosity and humility, • Demonstrate the ability to execute assigned tasks, work and projects, • Demonstrate the capacity for independent work, flexibility, and the ability to handle multiple demands, • Demonstrate an ability to thoughtfully manage student, family, classroom and cultural dynamics and boundaries within the school community Additional Information Pay Information: The salary range for this position is $100,000 - $110,000 based on skills and experience. Near North Montessori offers a variety of benefits which include: * Medical, Dental, and Vision options * Short Term & Long Term Disability * EAP Program & Pet Insurance * Flexible Paid Time off * Professional Development Opportunities Near North Montessori believes that each individual is entitled to equal employment opportunity without regard to race, color, religion, gender, national origin, age, disability, genetic information, sexual orientation, ancestry, veteran status, or any other characteristic protected under federal, state, or local anti-discrimination laws. The School’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, conditions, and privileges of employment.

Job Description Title: Education Supervisor Location: 4822 N Broadway Chicago, IL 60640 Schedule: On-site, Monday to Friday (8:00am-4:30pm) Summary: The Education Supervisor provides direct oversight and instructional leadership to the education team, including certified teachers and teachers’ assistants. This is a non-teaching role focused on supervision, coaching, and support of instructional staff. The Education Supervisor reports to the Associate Director of Education & Recreation and plays a key role in coordinating the HHCS educational vision across classrooms and learning environments. This position requires experience or a strong interest in instructional coaching, staff development, and trauma-informed leadership. The Education Supervisor ensures that classroom instruction, student engagement, and academic programming meet HHCS standards and align with Illinois State Board of Education (ISBE) guidelines, Chicago Public Schools (CPS) expectations, and Office of Refugee Resettlement (ORR) education requirements. Why Join Us: • Make a Difference: Be a part of an organization that is deeply committed to creating positive change in the lives of individuals and communities., • Professional Growth: Take on a leadership role where you can develop and implement asset management systems, supervise a dedicated team, and contribute to ongoing education initiatives., • Medical insurance. BCBS PPO, EPO, and HSA Plans, • Dental insurance., • Vision insurance., • 401(k) 3% Employer Contribution., • Paid maternity leave., • Paid paternity leave., • Commuter benefits., • Professional Development Assistance., • Disability insurance, • FSA Spending Account, • Life Insurance, • Employee Assistance Program, • Special Vendor Discounted Offerings on Travel, Amusement Parks, etc. Essential Functions: Duties & Responsibilities Instructional Oversight: • Supervises and supports certified teachers and teachers’ assistants in delivering high-quality instruction., • Ensures lesson plans and instructional practices align with Illinois Learning Standards, CPS frameworks, and other relevant academic standards., • Supports the design and implementation of engaging, differentiated lesson plans aligned with one or more of the following:, • Illinois Learning Standards, • Common Core State Standards, • WIDA Standards for English Language Development (ELD) for multilingual learners, • ACTFL World-Readiness Standards for world languages, • Next Generation Science Standards (NGSS), • Illinois Arts Learning Standards, • Illinois Social Science Standards (based on the C3 Framework), • Illinois Physical Education & Health Standards (with SHAPE America national standards where applicable), • Illinois Social and Emotional Learning (SEL) Standards, • Monitors classroom environments for safety, engagement, and instructional effectiveness. Staff Development & Coaching • Provides ongoing coaching, feedback, and professional development to education staff., • Conducts regular observations and performance evaluations., • Facilitates team meetings, PLCs, and training sessions focused on trauma-informed care, youth development, and instructional best practices. Program Coordination • Collaborates with the Associate Director of Education & Recreation to develop and implement academic schedules, enrichment activities, and field trips., • Coordinates with the case managers, clinicians, and recreation staff to support holistic student development., • Ensures compliance with documentation, attendance tracking, and reporting requirements. Student Support & Intervention • Assists in identifying students with unique learning needs and coordinating appropriate supports., • Supports behavior management strategies and restorative practices across classrooms., • Promotes inclusive practices and equitable access to learning opportunities. Compliance & Quality Assurance • Ensures HHCS including instructional units and assessments are modeled after ISBE and CPS standards., • Maintains accurate records and contributes to audits, reviews, and reporting processes., • Upholds confidentiality and ethical standards in all interactions. Supervisory Responsibilities (if applicable): Certified Teacher, Teachers’ Assistant, and other positions as assigned. Education and Experience: • Bachelor’s degree in education, social work, psychology, or a related field., • Minimum of 2 years of experience in instructional leadership, classroom teaching, or youth programming, including at least 1 year in a supervisory role, preferably in shelter care or residential settings., • Demonstrated ability to coach and supervise staff, lead professional development, and support trauma-informed, culturally responsive instruction. Preferred: • Master’s degree in education, administration, or related field., • Valid Illinois Professional Educator License (PEL) with appropriate endorsements., • Special Education endorsement or experience supporting students with diverse learning needs., • Experience in instructional coaching, curriculum development, or leading PLCs., • Bilingual (Spanish/English or other relevant languages)., • Strong understanding of the Office or Refugees and Resettlement (ORR) education requirements, Illinois Learning Standards, and CPS instructional frameworks. Alternative Consideration: Candidates without a PEL may be considered if they demonstrate: • Extensive experience in instructional leadership, staff supervision, and pedagogical strategy in shelter care or youth development settings., • Demonstrated leadership skills in educational settings, • Proven success in managing educational programs that serve vulnerable or trauma-impacted populations., • Commitment to pursuing relevant certification or professional development aligned with HHCS and ORR standards. Certifications/Licenses: • Background check required. Knowledge/Skills/Abilities (K/S/A): • Excellent communication, organizational, and problem-solving skills., • Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence., • Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations., • Ability to maintain professional demeanor while exercising judgment and discretion in work., • Ability to maintain confidentiality., • Ability to attend required agency training classes and maintain necessary training compliance., • Flexibility to attend daytime trainings or sessions outside of regularly scheduled hours., • Ability to stay awake and alert during scheduled shift., • Commitment to the mission, values, and goals of the organization., • Teamwork – Ability to work both independently and as an active team member., • Ability to accept, adopt and implement feedback from supervisor and team., • Strong interpersonal, oral, and written communication skills., • Maturity and sensitivity to cultural and individual differences., • Knowledge of group behavior, dynamics, societal trends and influence. Ability and willingness to create, initiate, and participate in recreational and therapeutic activities with the youth., • Initiative and Time Management – Ability to work independently, prioritize tasks, manage time and complete projects in a fast-paced, changing environment with minimal supervision., • Listening/Problem Solving – Ability to give full attention to what others are saying, asking appropriate questions to clarify as necessary., • Life Skills Knowledge – Demonstrated ability to assess for and teach life skills to enable participants to live independently in the community., • Rapid Engagement – Ability to rapidly engage participants in service planning and achieving goal outcomes Work Arrangement: This role is not eligible for remote work. All hours will be worked in person. This position has an active presence at all assigned programs on a rotating basis. Work Environment: • The noise level in the work environment is usually moderate., • Each program site operates on a 24/7 basis, 365 days per year. To meet both the needs of our participants and contractual obligations, employees are required to be flexible in regards to scheduling and work location., • Program sites are located throughout the Chicago area, including the North and South sides of Chicago, as well as the suburbs. Employees may be required to report to any one of our locations on a temporary or permanent basis. Physical Demands: • The employee may be required to remain on Organization premises during breaks and/or meal periods and may be required to stay on Organization premises until their replacement arrives., • While performing the duties of this Job, the employee is regularly required to use hands to finger, handle, or feel and talk or hear., • The employee is frequently required to reach with hands and arms., • The employee is regularly required to stand; walk; sit; climb or balance; and stoop, kneel, crouch, or crawl., • The employee must occasionally lift and/or move up to 25 pounds., • Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. Equal Opportunity Employer Statement HHCS is an Equal Employment Opportunity employer. Employment decisions are based on merit, qualifications, and business needs. HHCS is committed to providing a work environment that is free from discrimination and harassment. Consistent with applicable federal, state, and local laws, HHCS prohibits discrimination or harassment against any employee or applicant on the basis of race, color, religion, creed, sex (including pregnancy, sexual orientation, and gender identity or expression), national origin, citizenship, age, disability, genetic information, marital status, veteran status, or any other characteristic protected by law. This policy applies to all employment practices, including recruitment, hiring, promotion, compensation, benefits, training, discipline, and termination. HHCS also provides reasonable accommodations for qualified individuals with disabilities and for sincerely held religious beliefs, as required by law.

Job Description You Belong Here! Apply today: Job Description: Special Education Coordinator Reports To: Director of Specialized Services Meridian Charter Schools seeks to produce high-performing schools where elite scholarship and transformational experiences create thriving campuses, foster responsive leadership, and serve local and global communities. Meridian is a school management organization that operates three campuses of Chicago International Charter School (CICS), CICS Ralph Ellison High School, CICS Northtown Academy High School, and CICS Wrightwood Elementary School. Meridian aims to provide its teams and students with an exceptional experience rooted in high expectations for student achievement and civic responsibility Position Summary: This role is an integral part of the School Leadership Team and reports directly to the Director of Specialized Services. It involves working closely with school teams and service providers across various campuses to manage special education cases, provide professional development, and coach on effective instructional methods. Additionally, the role supports special education teams and the Director of Specialized Services in advancing goals around continuous improvement, academic success, and ensuring equity, access, and development. Travel across campuses and the network office is required. The position entails managing special education caseloads, ensuring compliance of the school/department, leading and mentoring special education staff in implementing customized programs designed for a range of learners and utilizing a Multi-Tiered System of Support (MTSS) for monitoring progress. Duties and Responsibilities: Mission, Vision, Core Values: Execute a comprehensive vision for specialized services that aligns with the organization's mission and values. Collaborate with the Director of Specialized Services and school-based teams to integrate specialized services into the broader educational strategy. Ethics and Professional Norms: Ensure compliance with all federal, state, and local regulations related to specialized services, Individuals with Disabilities Education Act (IDEA) and Section 504. Equity and Cultural Responsiveness: Ensure that each student is treated fairly, respectfully, and work with an understanding of each student's culture and context. Champion equity and social justice principles throughout the organization and through the educational experience of Meridian students. Curriculum, Instruction, and Assessment: Support the Director of Specialized Services in assessing special education programs aligned with instructional objectives. Co-lead initiatives and evaluations for a Multi-Tiered System of Supports (MTSS) to enhance student achievement and teacher effectiveness. Continuously assess the effectiveness of these efforts to ensure positive student outcomes. Advocate for instructional practices grounded in child development, effective teaching methods, and individual student needs. Ensure classrooms utilize appropriate resources and staff have the skills to adapt teaching to meet diverse student needs, promoting intellectually engaging, relevant, strengths-based, and personalized instruction. Community of Care and Support for Students: Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. Infuse each school's learning environment with the cultures, context, and languages of the community. Professional Capacity of School Personnel: Lead, coach, and provide professional development opportunities for a team of specialized services professionals; including teachers, counselors, and support staff. Lead seminars on Individualized Education Plan (IEP) writing and research-based practices for service providers in 1:1 or group settings; ensuring that IEPs align with both the academic and instructional objectives of the network, while also addressing the unique needs of each student. Foster a positive and collaborative work environment that promotes growth and continuous improvement. Professional Community for Teachers and Staff: Collaborate with educators, service providers, and relevant staff to develop Individualized Education Plans (IEPs) and support strategies for students with diverse learning needs. Serve as the Local Education Agency (LEA) representative for IEP and 504 meetings, overseeing initial, re-evaluation, and eligibility determination processes. Collaborate with the school dean to ensure compliance with legal and federal requirements regarding discipline for Distance Learning (DL) students, as well as adherence to safety plans and Behavior Intervention Plans (BIPs). Aid the Director of Specialized Services in enhancing professional knowledge, skills, and practices among teachers and staff through tailored learning opportunities. Establish clear communication channels among all parties involved in delivering specialized services. Meaningful Engagement of Families and Communities: This role is pivotal in ensuring caregivers understand their rights as parents of children with disabilities. Foster positive relationships with staff, students, and parents and/or guardians, involved in supporting students with specialized needs. Represent the organization in relevant community events and initiatives. Operations and Management: Work in collaboration with the Director of Specialized Services to provide additional support for students in need, which may include low-incidence services and behavior intervention plans. Manage and monitor the provision of academic, transportation, Extended School Year (ESY), and other related services specified in Individualized Education Plans (IEPs). Maintain and update schedules for students, paraprofessionals, and special education staff to ensure compliance with all allocated IEP minutes. Ensure departmental compliance by monitoring various reports within the Special Education Student Management (SSM) system, including but not limited to para service logs, annual and triennial meetings, related services, and transition services. Collect data on best practices for monitoring student achievement and progress. School Improvement: Monitor the effectiveness of specialized programs and services through data-informed methods and tools. Ensure the department priorities work in tandem with other school priorities and that all school leaders can speak to the data driving improvement. Generate regular reports for the Director of Specialized Services to demonstrate progress, outcomes, and areas for improvement. Directly lead and coach special education teachers and teams, ensuring excellence in educational support and advocacy for students with diverse learning needs. Foster collaboration, implement coaching cycles, best practices in instruction, and champion inclusive education initiatives to promote student success and well-being. Perform other duties as assigned. Qualifications: * Certification: Must hold an active ISBE Endorsement for LBS1 and ESL/Bilingual. Principal Administrative Endorsement preferred. * Education Level: Master's degree in Education, Special Education, or a related field highly preferred. * Experience: Minimum of 3 years of experience in a leadership capacity within an educational setting, with a focus on specialized services. In-depth knowledge of federal and state regulations governing specialized education programs, such as IDEA and Section 504. Bilingual fluency in verbal and written Spanish and English strongly preferred. * Leadership Skills: Experience in managing and developing diverse teams of education professionals. * Strategic Vision: Proven track record of designing and implementing successful specialized education initiatives. * Communication and Collaboration: Excellent communication and interpersonal skills, with the ability to collaborate effectively with various stakeholders. * Results-Oriented: Strong analytical and problem-solving skills, with the ability to use data to drive decision-making. * Change Management: Demonstrate ability to work in a fast-paced, dynamic environment and adapt to changing priorities. * Educational Ethics: Passion for education and a commitment to promoting equity and inclusivity in the learning environment. Passionate about promoting equity and inclusion in education, with a commitment to dismantling systemic barriers. Physical Job Requirements: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 80% sitting, 10% walking and 10% standing. This job is performed in a generally clean and climate controlled environment. Note: This job description is intended to provide a general overview of the responsibilities and qualifications. Specific duties and responsibilities may evolve as per the organization's needs and growth. Duties and responsibilities are drawn from the research on Professional Standards for Educational Leaders established by the National Policy Board for Educational Administration (NPBEA). This job description will aid in the reviewing of key performance indicators alongside individual feedback cycles. This position is a Full-Time position. Join Meridian Charter Schools and contribute to our mission of providing exceptional education and support to all students. This position is an opportunity to make a significant impact on the lives of students and their families. You are a dedicated and visionary leader with a passion for inclusive education. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision, and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth/membership educational organizations that align with our work and demonstrate a transformative impact on participants. Apply Today!

Job Description Special Education Teacher - IHSCA COMPANY DESCRIPTION Instituto Health Science Career Academy along with Chicago Public Schools (CPS) has set ambitious goals to ensure that every child-in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready. In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. Teachers provide appropriate, effective, and culturally relevant instruction for grades 9-12 aligned to SAT, AVID College Readiness, and state standards. IHSCA ensures that students are provided a safe learning environment that supports student social-emotional growth as well as academics. POSITION DESCRIPTION Instituto Health Science Career Academy along with Chicago Public Schools (CPS) has set ambitious goals to ensure that every child—in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready. In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. The special education teacher provides appropriate, effective, and culturally relevant instruction to, while ensuring a safe environment that supports student’s social-emotional growth and individualized education plan (IEP). ESSENTIAL DUTIES AND RESPONSIBILITIES • Designing lessons consistent with student IEP, • Utilizing adaptive devices/technology to provide general curricular content access to students, • Preparing and implementing IEPs (including transition plans and behavior management plans) for each assigned student based on individually assessed needs, • Using appropriate assessment instruments pertinent to academic, communication, and behavioral areas, • Adapting teaching materials to make it appropriate and relevant to the students’ needs, • Conducts individual or group sessions to meet educational, social, and emotional needs of the students, • Participates on the school-based intervention team, in-school staffing team and in the screening processes, as appropriate, • Actively participates on student IEP meetings, • Uploads/Updates all documentation in accordance with CPS and IHSCA program compliance, • Plans and implements self-care programs, including direct assistance to students (e.g., toileting, positioning, lifting, feeding, etc.), • Monitors and oversees services provided by paraprofessionals and/or other support personnel assigned to classroom and/or student in classroom, • Obtains and monitors present levels/baselines of assigned special needs students, • Refers those students who require further evaluation or follow-up services to the appropriate school personnel, • Provides timely feedback to students, parents and administrators of student progress, expectations and goals, • Includes a school-wide focus on the social/cultural domain of learning and student experience, with an emphasis on incorporating the No Non-Sense Nurturing framework and Health Sciences-related materials into the classroom on a regular basis, • Takes daily attendance and submits it to PowerSchool, • Participates on Teacher Parents Conferences to discuss academic student progress, • Contacts parents via e-mail, phone or during Parent Teacher Conferences to discuss academics and behavior on a regular basis, • Willingness to sponsors extracurricular activities, • Follows all IHSCA’s school-wide standards regarding teacher behaviors, • Adheres to all IHSCA’s electronic and web-based rules and restrictions., • Follow all guidelines found in the Instituto and IHSCA employee handbooks, • Identifies and participates in conferences, workshops and Professional Development sessions to keep up to date with the best teaching practices and implementing best practices in the classroom., • Works collaboratively with instructors of core subjects to identify multiple learning strategies in order to successfully teach students with varying learning styles most effectively and in an engaging manner, • Work collaboratively with social workers, special education staff, and deans of students to ensure the behavioral and educational abilities of students are developed for success after high school., • Uses reflective practices to assess personal and professional growth in order to seek out opportunities to continually advance professional knowledge and skill QUALIFICATIONS • Completion of a Bachelor’s degree in special education and/or core area content, • A valid Illinois Professional Educator License (PEL) in one of the following areas: Special Education (PK-Age 21) endorsement (LBS1) or School Support Personnel endorsement with a supervisory endorsement, • Reading and/or ESL/Bilingual endorsement a plus, • Five years of experience working with students with disabilities required, • ICTS Basic Skills and Content Area tests successfully passed, • Working knowledge of federal and state laws related to the education of Diverse Learners, • Ability to maintain a high sense of confidentiality, • Able to work with a wide variety of people, • Team player and willing to take on multiple tasks at once and independent worker, requires minimal supervision, • Exceptional organization and time management skills, • Excellent oral and written communication skills, bilingual English/Spanish preferred, • Maintain composure under pressure, • Dependable and punctual, • Strong project management skills, attention to detail and effective management of multiple projects at one time, • Ability to adhere to deadlines, react to unpredictable events quickly and efficiently, be resourceful, manage conflict and challenges The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Approximately 50% of time spent standing as well as some lifting (under 30 lbs.) WORKING CONDITIONS Majority of work performed in a general school environment. Position requires availability for extended hours plus non-traditional hours may be required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings. Benefits Medical Dental Vison Life Insurance Short Term Disability Long Term Disability 403b retirement saving plan Chicago Teachers Pension Fund Paid Time Off Sick Personal Position open until filled. Instituto Health Sciences Career Academy is an Equal Opportunity Employer

Job Description Join our team today! At Mercy Home for Boys & Girls, we are dedicated to empowering youth, fostering hope, and creating brighter futures. Our mission is to be advocates, educators, coaches, and role models for the youth we serve. We strongly believe that every young individual deserves a chance to thrive and reach their full potential. As one of the Top 100 Places to Work in Chicago according to the Chicago Tribune for the past 13 consecutive years, Mercy Home prides itself on prioritizing the growth and well-being of our team. We provide comprehensive training as well as ongoing professional development opportunities throughout your time here. If you're passionate, driven, and dedicated to making the world a better place, then we want you on our team. The committed workers at Mercy Home provide healing, guidance, and opportunity to young men and women in need. How You’ll Make an Impact: You will provide Systemic Strengths-Based Care Management support to Community Care members (former Mercy Home residents, their family or chosen family, Friends First mentees and families, and referrals from stakeholders) and act as a leader to the other Care Managers. In this role, you will: · Work with Community Care members to assess needs and develop goals and a passion plan statement that will guide the care management relationship. · Act as a coach, supporter, and teacher in your relationship with each member. · Build relationships with community-based organizations that will serve as potential referral sources to meet the immediate and future needs of members (i.e., housing, mental health, legal, parenting, food/clothing, etc.). · Collaborate with the Education & Career Resources team when working with members on the Academic Scholarship by attending twice-monthly meetings, supporting assigned Scholars with their academic progress, obtaining required documentation, and attending yearly events, including but not limited to the summer Scholar Retreat and scholar dinners. Plan campus visits once per semester or per year for out-of-state scholars. · Assist members and families in identifying and accessing community resources to enhance stability. · Provide housing research support and establish partnerships with specialized housing/shelter community-based organizations. · Plan and staff Drop-In hours 3–4 times per month with team members from 11 a.m.–3 p.m. · Conduct home visits, community meetings, and collaborative community partnerships as needed. · Fully utilize and input data into the Blueprint system in a timely and accurate manner. · Attend weekly Community Care team meetings and twice-monthly group supervision. · Be responsible for budgeting expenditures within the established budget allotments. · Solve practical problems and deal with crisis situations in consultation with leadership team members. · Take part in Community Care events and activities (such as holiday events and celebrations). What We Need From You: · At least 21 years of age. · Bachelor’s degree or equivalent experience. · Experience working with people from diverse ethnic and racial populations preferred. · Spanish language skills preferred. · A valid Illinois driver’s license, ability to drive a van, maintain a clear driving record, and retain driving approval through the Department of Children and Family Services. · Excellent time management, organizational, and problem-solving skills. · Excellent interpersonal, oral, and written communication skills. · Regular and predictable attendance. · Flexibility in schedule to meet needs of members and event attendance. · Knowledge of traditional case management methods, principles, and documentation procedures. · Ability to work both independently and as an active team member. · Excellent interpersonal, oral, and written communication skills. · Maturity and sensitivity to cultural and individual differences. · Ability to maintain a professional demeanor while exercising judgment and discretion in work. · Ability to follow oral and written instructions. · Ability to read and interpret documents such as operating and maintenance instructions, procedure manuals, and professional journals. · Ability to write reports and correspondence. · Proficiency in Microsoft Word and Excel, as well as the ability to become proficient in other software packages and programs. · Ability to maintain confidentiality. · Ability to lift and/or move up to 40 pounds, and with proper training, be able to physically restrain youth. · Commitment to the mission, values, and goals of the Agency. Basic Information / Schedule Details Schedule: Monday–Friday, 9 a.m.–5 p.m., with flexibility to work evenings as needed to meet member needs, and occasional Saturdays throughout the year for events. Pay: $26 to $27 hourly, full-time Location: West Loop Campus — 1140 W. Jackson, Chicago, IL 60607 Benefits: Why You Will Love Working Here: At Mercy Home, our commitment to providing the best care for the youth we serve extends to ensuring our team receives top-of-the-line training and professional development. We are a Top Workplace as awarded by the Chicago Tribune. Mercy Home for Boys & Girls is an Equal Opportunity Employer and is committed to inclusion and diversity. Visit us at

Job DescriptionPosition Summary: Casa Central’s Early Learning Academy provides high quality, comprehensive early childhood education services for young children, ages birth to five, and their families. The Family Development Specialist (FDS) is responsible for assisting families in supporting their children’s development and their family’s wellbeing to ensure that children are ready to succeed in kindergarten and beyond. The Family Development Specialist conducts community outreach to recruit and enroll families in the program; assesses what each family needs; offers resources, information, and support; coordinates and implements workshops and parenting education activities; and provides case management and family support services to ensure that children’s and family’s health, nutrition, developmental, and other goals are met. Essential Duties and Responsibilities • Enroll all EHS/HS Families in the ELA Program with primary focus in CB., • Ensure children are enrolled within 30 days of a vacant slot., • Ensure files and documentation are complete, accurate, and confidentially maintained, in addition to entering and monitoring documentation in the Child Plus system., • Maintains a flexible schedule to establish a relationship with parents in the programs., • Collaborates with CB teacher and Lead Family Support Specialist to ensure services to families are coordinated and communication with families is consistent and ongoing for participation in the programs., • Establishes, develops, and maintains relationships with social services agencies to create partnerships for referrals and recruitment., • Collaborate with the Family Service team to provide resources to programs., • Maintain ERSEA, Health, PCFE PIR up to date year-round., • Maintain 34 files up to date in ERSEA, Health and PCFE., • Maintain the Emergency forms up to date., • Other duties as assigned Community Outreach The FDS actively and enthusiastically supports recruitment efforts to ensure that the program is fully enrolled year-round. This includes attending health fairs, resource fairs, and community events, during regular business hours as well as occasional evening and weekend hours; canvassing communities (parks, libraries, laundromats, local businesses, clinics, etc.) to connect with families and share information about early childhood programming; and supporting planning and executing recruitment events year-round. The FDS builds relationships with community partners to support recruitment efforts and enhance services to children and families. Intake and Enrollment The FDS ensures timely, accurate, and comprehensive completion of enrollment processes, which includes accurate completion of all governmental eligibility forms and communicating with the appropriate staff to ensure the program is ready to meet the needs of each unique child and family. • Maintain full enrollment year-long by replacing children within 30 days of drops., • Complete intake packet and enroll children within 14 days of the initial inquiry date (or as soon as a slot is available) Assessment & Goal Setting In collaboration with the parent/caregiver and multidisciplinary team involved with the family, the FDS works with the parent/caregiver to develop and implement the Family Assessment and Family Partnership Agreement. The FDS identifies family strengths and needs, and helps ensure that Family/Child Goals are relevant and meaningful for the parents and that there is a home plan being implemented to support achievement of goals. Participant Service Delivery & Family Engagement • Manage a caseload of 34 assigned children and families. Act as case manager for each assigned family and assess the need for intervention; refer and link families to community resources; follow up at least twice monthly with supportive services, assess progress toward achieving goals in a timely manner, • Coordinate and conduct home visits at least twice a year and as needed to support home-school connection, address attendance/engagement concerns, and provide other family supports., • Consult with teaching and other relevant staff around understanding the total child in relation to their environment, family, and culture., • Assist in the identification, referral, and follow-up for children with special needs. Provide support to children with special needs, including empowering parents as advocates for their children., • Initiate Transition Plans to support family and child transition activities as they prepare to transition from Early Head Start to Head Start or Head Start to Kindergarten, • In conjunction with the Education Coordinator, Teaching Teams, Disabilities & Wellness Coordinator, Family Service Director, and other relevant staff, assist in developing and implementing a plan for children who are experiencing difficulty relating to peers or demonstrating challenging behaviors in the classrooms., • Plan and implement parent education programming using the Parents as Teachers curriculum., • Plan and carry out parent meetings and male involvement activities., • Ensure that all families have an ongoing source of continuous accessible health care (medical home, dental home, and insurance) and assist families in securing and obtaining one when needed., • Monitor health records to ensure that all children are up to date with their health needs and that documentation is present in the child’s file and in relevant program databases., • Cooperate with medical, dental, and allied health staff to ensure accurate information about children’s growth and development, medical needs, screenings, follow-up treatments, etc., • Provide information to parents on education activities that can be done at home to enhance early learning., • Encourage parent participation in program events, parent meetings, and Policy Committee. Documentation Maintain comprehensive and updated family files, ChildPlus data entry, and other documentation required by the program. Administrative Tasks • Ensure compliance with agency and funder guidelines, ensuring that daily activities are within the allowable activities approved by the agency. Performance & Quality Management • Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners., • Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy., • Cultivate a professional and respectful work environment., • Be actively involved with, and knowledgeable about, the agency’s Performance Quality Improvement (PQI) structure and process., • Participate in the annual Head Start Self-Assessment, COA (Council on Accreditation) Case Record Reviews, and other monitoring and oversight activities; assist with all program reports requiring enrollment and attendance data, as well as family engagement and participation data. Program-Specific Activities • Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by Start Early, as well as with relevant federal, state, city, and accrediting/licensing body regulations and requirements., • Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children at all times., • Act in accordance with the program’s Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children’s first and most important teachers, and maintaining strict child, family, and staff confidentiality at all times., • Provide assistance and coverage in the classrooms/socialization activities and the program site as needed., • Ensure compliance with daily attendance/engagement in home visiting by tracking, supporting and reengaging families to promote regular attendance., • Perform other duties as assigned. General Requirements: Sensitivity to cultural diversity is required. Will be subject to drug and alcohol screening, as well as aptitude and skills testing. 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 perform the essential functions. Education/Experience: Family Development Specialist 1: Minimum of a B.A. degree in a human service-related field with a Gateways Level 4 Family Specialist Credential Family Development Specialist 2: Minimum of a B.A. in Social Work or related degree with a Gateways Level 5 Family Specialist Credential. Language Skills: Bilingual in Spanish preferred. Computer Literacy & Knowledge Skills Abilities: Word processing; spreadsheets; internet skills; data entry skills and managing Microsoft applications to facilitate communication. Preferred knowledge of ChildPlus or other online database systems. Mathematical Skills: Basic mathematical skills are required. Operating Environment and Working Relationships: Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability to establish relationships with families from diverse backgrounds. Must understand the scope of community resources and how they can meet the needs of children and families served. Knowledge of community resources and capacity to develop community cooperation to ensure families receive comprehensive services. Knowledge of Head Start Performance Standards preferred. Decision Making Authority: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. An ability to interpret a variety of instructions furnished in written, oral, or scheduled form and convey needed information with stakeholders in a manner which improves the early learning experience for children/families. People Management: Ability to utilize reflective practices to provide support to volunteers, interns, and team members. Remote Work/Technology (WIFI)/Mobile Phone Usage: Not eligible for remote work. A personal mobile phone is required. Reference Casa Central’s Personal Cellphone Usage Policy for reimbursement information. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee frequently is required to use hands. Must be able to lift and carry 25lbs 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. The noise level in the work environment is usually moderate. Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. The content of this job description is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job DescriptionAbout Intrinsic Schools Intrinsic Schools is a public charter network committed to reimagining secondary education so that every student is prepared for postsecondary success and meaningful, world-changing endeavors. We believe deeply in the potential of our students and in the power of great teaching, strong relationships, and intentional use of technology to personalize learning. Our model prioritizes both academic excellence and the development of essential non-cognitive skills such as empathy, independence, perseverance, and intellectual curiosity. Intrinsic serves diverse student communities across two campuses: Belmont (grades 7–12) and Downtown (grades 9–12). Our student population is 90% students of color, 86% eligible for free or reduced lunch, and 19% students with disabilities. We view this diversity as a strength and seek educators who are committed to equity, inclusion, and high expectations for all learners. Our Educational Model • Plan and deliver rigorous, standards-aligned instruction that promotes active learning and deep understanding, • Analyze student progress data to inform instruction, interventions, and flexible groupings, • Provide students with clear, timely, and actionable feedback that supports growth and mastery, • Integrate instructional technology effectively to personalize learning and increase student agency, • Uphold Intrinsic’s student culture by consistently enforcing expectations outlined in the Student Code of Conduct, • Serve as an advisor by mentoring a group of students, facilitating daily advisory lessons, and conducting individual conferences to monitor academic and social-emotional progress, • Design and lead a C Day club aligned to personal interests and student engagement, • Support student learning beyond the classroom through weekly office hours and targeted academic support, • Maintain accurate, up-to-date gradebooks and student records, • Collaborate with special education staff and other support team members to meet the needs of all learners, • Demonstrate an unwavering commitment to the postsecondary success of every student, • Engage actively in instructional coaching cycles, including data analysis, observation, feedback, video reflection, and practice, • Participate in school-wide professional development, POD planning, grade-level and content-area meetings, and data-driven instruction meetings, • Communicate proactively and professionally with families regarding student progress, strengths, and challenges, • Participate in school events, host student-led conferences, and attend IEP meetings as requiredQualifications, • Bachelor’s degree in education or a related field from an accredited institution, • Illinois Professional Educator License with appropriate content-area endorsement (required prior to hire); ESL endorsement preferred, • Fluent in Spanish, • Comfort using educational technology tools, with curiosity and willingness to learn about emerging tools, including AI, • Ability to build and maintain positive, collaborative relationships with students, families, and colleagues, • Strong written and verbal communication skills, • Demonstrated professionalism, including punctuality, preparedness, accountability, follow-through, and effective collaboration, • Ability to consistently meet daily and weekly deadlines that support high-quality instruction and team success Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR LR555yEimT

Job Description High School Spanish Teacher You Belong Here Apply today: Position Summary: Informed by the school's mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Meridian stakeholders with transparency and accountability that best ensures student academic and personal achievement. Position Summary: Informed by the school's mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Meridian Charter Schools stakeholders with transparency and accountability that best ensures student academic and personal achievement. Instructors will teach the appropriate content and skills by utilizing curriculum material adopted by the school, as well as appropriate supplemental and teacher-made materials; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, curriculum development, teaming, student support meetings and collaboration. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Key Competencies/Duties: Implement research-based curriculum and instructional models. * Facilitate a rigorous, research-based curriculum designed to promote student academic progress and achievement, in line with school and network initiatives. * Plan, prepare and deliver standards-aligned lesson plans and instructional materials that facilitate active learning. * Establish clear and positive learning standards and expectations for all students by which to evaluate academic progress. * Develop schemes of work, lesson plans and activities that are in accordance with established procedures. * Use relevant technology to support and differentiate instruction. * Encourage and monitor the progress of individual students and use information to adjust teaching strategies. * Establish and communicate clear objectives for all learning activities. * Use a variety of learning materials and resources for use in educational activities. Assess student performance at frequent and regular intervals in order to benchmark progress on course standards and learning targets. * Ensure the academic success of every scholar by using formative assessments to adjust learning plans and summative assessments to measure objective attainment. Provide opportunity for re-assessment to encourage skill mastery. * Develop assessments that are in accordance with established procedures. * Provide frequent, specific feedback on work that advances learning. * Maintain accurate and complete records of students' progress and development. * Update all necessary records accurately and completely as required by laws, network policies and school protocols. * Observe and evaluate students' performance and development. * Integrate student choice into assessment structure/product. Build and maintain positive, productive, professional relationships with students, staff, parents, and other stakeholders. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Instruct and monitor students in the use of learning materials and equipment. * Manage student behavior in the classroom by establishing and enforcing expectations and procedures. * Maintain discipline in accordance with the expectations, disciplinary models, and systems of the school. * Demonstrate respect and regard for students, colleagues, and parents. * Cultivate positive relationships and address the social and emotional needs of scholars using research-based methods as identified by school leaders. * Encourage parent and community involvement; obtain information for parents when requested. * Initiate appropriate conferences with parents, guardians, administrators, etc. in accordance with school procedures. * Effectively, respectfully, and professionally communicate with parents or guardians and students on matters related to student's academic progress, attendance, and conduct. Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice. * Participate positively and productively in department, school, network, and parent meetings. * Actively participate in the development and implementation of new teaching techniques and approaches to assessment. * Actively participate in discussions and programs to improve student performance, experience, attendance, conduct. * Integrate students into curricular planning and assessment development. * Collaborate with the school faculty and administration in the development and implementation of program instruction. * Engage actively, positively, and productively in the instructional coaching process. * Accept and apply coaching feedback. Attend to and fulfill professional obligations as defined by the school and network. * Engage in structured lesson planning that provides differentiated options for multiple skill levels that are objective based using the standards and curriculum identified by the school Instructional Leadership Team. * Produce and share lesson plans in accordance with the procedures established by the school. * Maintain a current, accurate gradebook in accordance with the procedures established by the school. * Implement the grading protocols established by the school. * Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships. * Prepare required reports on students and activities. * Communicate necessary information regularly to students, colleagues and parents regarding student progress, intervention outcomes, and student needs. * Prepare classroom, physical or virtual, for class activities. * Assign and grade class work, assignments, projects, and assessments in accordance with school and network protocols. * Maintain accurate and daily attendance records. * Promptly return phone calls and answer emails within 24-48 weekday hours. * Attend school events to better understand student interest and personalities outside of the regular classroom. * Follow school and network policies and protocols. * Build positive and respectful relationships with staff, students, families, and community partners. * Other duties as assigned, within the framework of the collective bargaining agreement. Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Support the creation of inclusive, identity-affirming spaces for students. * Implement professional practice and responsibilities, demonstrating cultural competence. * Implement D.E.I principles in interactions with members of the school community. Qualifying Education/Licensure: * Bachelor's Degree (Required) in content area or aligned content area (Preferred) * Master's Degree in content area or aligned content area (Preferred) * Illinois State Board of Education Professional Educators License (PEL) (9-12 Strongly Preferred) or current, comparable out-of-state licensure * Endorsements in Spanish (Strongly Preferred) * Endorsement in ESL (A Plus!) * Fluent Spanish Speaker (Required) Other Qualifications: * Experience with planning and teaching high school (Required) * Experience in urban high school setting (Strongly Preferred) Knowledge and Experience: * Substantial knowledge of subject matter consistent with state certification requirements, academic content, contemporary principles and practices of teaching, assessment, and classroom and behavior management techniques. * Ability to modify instruction as necessary to meet student needs. * Ability to work effectively and professionally with students, parents and/or guardians, staff members, and community representatives. * Capacity to be flexible in approaches to instruction, assessment, and relationship building. * Fundamental understanding of human development principles as applied to children and adolescents. * Strong ability to apply contemporary principles and practices of teaching. * Solid oral and written communication skills. * Sound and professional judgment. * Strong technical skills - ability to work with Google Suite, Microsoft Office Suite, and presentation platforms and equipment. This position is a Full-Time position. Physical Job Requirements: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Apply Today!

Job DescriptionWhat’s in it for you?! Make daily impact in a diverse, student-centered district! Join a mission-first team committed to equity and growth! Collaborate with passionate educators and families! Thrive in a supportive, inclusive school environment! Drive whole-child success through innovative learning!Summary: The Special Education Teacher provides instructional services to students with disabilities in alignment with their Individualized Education Programs (IEPs). This role involves developing goals, implementing differentiated instruction, and adapting curriculum to meet diverse learner needs across co-teaching, push-in, resource, and self-contained settings. The teacher collaborates with general educators, related service providers, and administrators to ensure effective delivery of special education supports and compliance with all state and federal guidelines.What You’ll Do: Develop, implement, and monitor IEP goals, accommodations, and instructional timelines. Deliver engaging, standards-aligned instruction adapted for student needs and learning styles. Provide instructional support in co-taught, resource, push-in, or self-contained environments. Assess student learning and modify instruction based on data and observations. Collaborate with general education teachers and related service providers on best practices. Maintain consistent communication with parents, staff, and administrators regarding progress. Utilize Google Classroom and other digital platforms to support instruction. Assist in facilitating IEP meetings in collaboration with the Special Education Coordinator. Experience You’ll Need: Valid Illinois Professional Educator License (PEL) with LBS I endorsement. Knowledge of Google Classroom and digital instructional tools. Strong understanding of Common Core standards and research-based instructional practices. Ability to analyze student data and adjust instruction accordingly. Demonstrated flexibility, creativity, and child-centered instructional decision-making. Skill in differentiating instruction for diverse learners and learning styles. Bilingual (Spanish) preferred.

Job Description High School Cultural Studies Teacher You Belong Here Apply today: Position Summary: Informed by the school's mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Meridian stakeholders with transparency and accountability that best ensures student academic and personal achievement. Instructors will teach the appropriate content and skills by utilizing curriculum material adopted by the school, as well as appropriate supplemental and teacher-made materials; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, curriculum development, teaming, student support meetings and collaboration. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Key Competencies/Duties: Implement research-based curriculum and instructional models. * Facilitate a rigorous, research-based curriculum designed to promote student academic progress and achievement, in line with school and network initiatives. * Plan, prepare and deliver standards-aligned lesson plans and instructional materials that facilitate active learning. * Establish clear and positive learning standards and expectations for all students by which to evaluate academic progress. * Develop schemes of work, lesson plans and activities that are in accordance with established procedures. * Use relevant technology to support and differentiate instruction. * Encourage and monitor the progress of individual students and use information to adjust teaching strategies. * Establish and communicate clear objectives for all learning activities. * Use a variety of learning materials and resources for use in educational activities. Assess student performance at frequent and regular intervals in order to benchmark progress on course standards and learning targets. * Ensure the academic success of every scholar by using formative assessments to adjust learning plans and summative assessments to measure objective attainment. Provide opportunity for re-assessment to encourage skill mastery. * Develop assessments that are in accordance with established procedures. * Provide frequent, specific feedback on work that advances learning. * Maintain accurate and complete records of students' progress and development. * Update all necessary records accurately and completely as required by laws, network policies and school protocols. * Observe and evaluate students' performance and development. * Integrate student choice into assessment structure/product. Build and maintain positive, productive, professional relationships with students, staff, parents, and other stakeholders. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Instruct and monitor students in the use of learning materials and equipment. * Manage student behavior in the classroom by establishing and enforcing expectations and procedures. * Maintain discipline in accordance with the expectations, disciplinary models, and systems of the school. * Demonstrate respect and regard for students, colleagues, and parents. * Cultivate positive relationships and address the social and emotional needs of scholars using research-based methods as identified by school leaders. * Encourage parent and community involvement; obtain information for parents when requested. * Initiate appropriate conferences with parents, guardians, administrators, etc. in accordance with school procedures. * Effectively, respectfully, and professionally communicate with parents or guardians and students on matters related to student's academic progress, attendance, and conduct. Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice. * Participate positively and productively in department, school, network, and parent meetings. * Actively participate in the development and implementation of new teaching techniques and approaches to assessment. * Actively participate in discussions and programs to improve student performance, experience, attendance, conduct. * Integrate students into curricular planning and assessment development. * Collaborate with the school faculty and administration in the development and implementation of program instruction. * Engage actively, positively, and productively in the instructional coaching process. * Accept and apply coaching feedback. Attend to and fulfill professional obligations as defined by the school and network. * Engage in structured lesson planning that provides differentiated options for multiple skill levels that are objective based using the standards and curriculum identified by the school Instructional Leadership Team. * Produce and share lesson plans in accordance with the procedures established by the school. * Maintain a current, accurate gradebook in accordance with the procedures established by the school. * Implement the grading protocols established by the school. * Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships. * Prepare required reports on students and activities. * Communicate necessary information regularly to students, colleagues and parents regarding student progress, intervention outcomes, and student needs. * Prepare classroom, physical or virtual, for class activities. * Assign and grade class work, assignments, projects, and assessments in accordance with school and network protocols. * Maintain accurate and daily attendance records. * Promptly return phone calls and answer emails within 24-48 weekday hours. * Attend school events to better understand student interest and personalities outside of the regular classroom. * Follow school and network policies and protocols. * Build positive and respectful relationships with staff, students, families, and community partners. * Other duties as assigned, within the framework of the collective bargaining agreement. Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Support the creation of inclusive, identity-affirming spaces for students. * Implement professional practice and responsibilities, demonstrating cultural competence. * Implement D.E.I principles in interactions with members of the school community. Qualifying Education/Licensure: * Bachelor's Degree (Required) in content area or aligned content area (Preferred) * Master's Degree in content area or aligned content area (Preferred) * Illinois State Board of Education Professional Educators License (PEL) (9-12 Required) or current, comparable out-of-state licensure or Advanced Degree in content area * Endorsements in Social Science, U.S. History, World History, or comparable (Required) * Endorsement in ESL (A Plus!) * Bilingual Spanish/English; Arabic/English; Urdu/English (Preferred) Other Qualifications: * Experience with planning and teaching high school (Required) * Experience in urban high school setting (Strongly Preferred) Knowledge and Experience: * Substantial knowledge of subject matter consistent with state certification requirements, academic content, contemporary principles and practices of teaching, assessment, and classroom and behavior management techniques. * Ability to modify instruction as necessary to meet student needs. * Ability to work effectively and professionally with students, parents and/or guardians, staff members, and community representatives. * Capacity to be flexible in approaches to instruction, assessment, and relationship building. * Fundamental understanding of human development principles as applied to children and adolescents. * Strong ability to apply contemporary principles and practices of teaching. * Solid oral and written communication skills. * Sound and professional judgment. * Strong technical skills - ability to work with Google Suite, Microsoft Office Suite, and presentation platforms and equipment. This position is a Full-Time position. Physical Job Requirements: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Apply Today!

Job Description Long Term Substitute Teacher - IJLA POSITION DESCRIPTION The Long-Term Substitute Teacher reports to the Principal or designated administrator and is responsible for facilitating classroom instruction and activities for students in grades 9–12 during the absence of the regular classroom teacher. This role includes implementing provided lesson plans, assigning classwork and homework, maintain grade books, communicate with parents, supporting student learning, and maintaining a safe, structured, and respectful classroom environment. The Substitute Teacher is also expected to complete a daily report summarizing classroom activities, student behavior, and any relevant observations, which should be submitted to the Principal or designated administrator at the end of each school day. ESSENTIAL DUTIES AND RESPONSIBILITIES • Deliver instruction by following existing lesson plans and providing clear directions to students., • Evaluate academic and social growth of students and keep appropriate records., • Support student understanding by working individually or in small groups and offering additional help as needed., • Apply effective teaching strategies and classroom management techniques to maintain student engagement., • Utilize and create instructional resources and materials to support learning outcomes., • Encourage student growth in self-discipline, positive self-concept, academic achievement, and create a positive educational climate where students can learn and thrive., • Establish and uphold clear, consistent classroom expectations aligned with school-wide norms., • Report any student misconduct or behavioral concerns to the appropriate staff, including the absent teacher and the Dean of Discipline., • Demonstrate professionalism and uphold high standards for student safety, well-being, and equity., • Promote fairness and respect in teacher-student relationships and foster a supportive classroom climate., • Take daily attendance, maintain accurate seating charts, grade books, and student records., • Collect and organize all assignments and materials completed by students during the absence., • Follow all school policies, procedures, and student code of conduct guidelines., • Communicate and develop professional relationships with school staff, students, parents, administration., • Participate in school-related activities such as field trips, after-school programs, or meetings, as needed., • Perform other duties as assigned. QUALIFICATIONS • Valid Substitute Teaching License certificate or Professional Educator’s License (PEL), • At least two years of experience teaching or substitute teaching in a high school environment preferred, • Ability to successfully manage a classroom, • Ability to maintain a high sense of confidentiality, • Ability to work with a wide variety of people, • Exceptional organization and time management skills, • Excellent oral and written communication skills; ability to speak English and Spanish fluently preferred, • Ability to maintain composure under pressure, • Ability to honor schedules and work plans, • Dependability and punctuality, • Strong project management skills, attention to detail, and effective management of multiple projects at one time, • Ability to adhere to deadlines and react to unpredictable events, • Advanced skills with Microsoft Office and the Internet The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Approximately 50% of time spent standing as well as some lifting (under 30 lbs.) WORKING CONDITIONS Majority of work performed in a general school environment. Position requires availability for extended hours; non-traditional hours may be required to perform job duties. Attendance at school sponsored events and meetings is also required. BENEFITS • 403b retirement saving plan, • Chicago Teachers Pension Fund (only with ISBE license) PAID TIME OFF • Paid Sick Leave, • Paid Leave Instituto Health and Sciences Career Academy is an Equal Opportunity Employer Open until Filled

Job Description Mikva Challenge is a nonprofit, nonpartisan organization whose mission is to develop youth to be empowered, informed, and active citizens and community members who will promote a just and equitable society. We do this by engaging youth in our civic learning model, an authentic and transformative learning process built on youth voice and youth expertise. Youth in Mikva’s programming experience unique civic learning opportunities in political campaigns, public policy advocacy, government internships, and youth activism programs. Our approaches include direct youth work, teacher support, and liaising with civic leaders and institutions. We believe strongly in the potential of youth and are committed to youth power and voice. Mikva Challenge evaluations show the lasting impact of its programs. • 82% of students reported an increase in their civic knowledge., • 77% of students developed their sense of civic agency and increased their future commitment to civic action., • 83% of students took on new civic leadership. Our Citywide Youth Councils strengthen youth voice and leadership in our local schools, city government and local elections. Through our youth-led civic learning model, young people engage in deep reflection, community mapping, participatory primary research of their peers, research and root cause analysis, and strategy development to develop youth-led policy recommendations, hold youth forums and/or advocate for youth priorities to key local decision-makers. The councils also serve as a mechanism for a broader base of Chicago youth to have input on key city policy decisions that affect them. The Youth Organizing Academy is our civic workforce development program, training the next generation of organizers for employment with community organizations, labor unions, policy organizations, and political campaigns. YOA cultivates relationships with hiring partners to support youth placements. The Youth Council Coordinator provides both administrative and programmatic support across these initiatives across Chicago. The Coordinator maintains program logistics and documentation for the assigned councils, including attendance tracking, case notes, leadership development, evaluations, social media updates, and other related data entry. The Coordinator also co-facilitates Council meetings, and coordinates students' research and work sessions outside of the weekly meetings. OFFICE LOCATION This is a hybrid position, working in the downtown Chicago, IL office as well as remotely, engaging with staff and stakeholders through virtual platforms. This position is not eligible for paid relocation. SCHEDULE: Full-Time. Evening hour work to 8:00pm up to three days per week and occasional weekend work required. REPORTS TO: Senior Director of IL Councils CORE RESPONSIBILITIES • Establish and maintain program logistics and documentation for the assigned councils, regarding member attendance, case notes for member interactions, leadership development, evaluations, social media updates, and other related data entry;, • Take the lead with logistics and coordination for in person sessions, including ensuring program supplies, student travel and food, • Implement programming for the off-hours research students will engage in throughout the school year;, • Help ensure consistent communication with youth, parents and guardians regarding participation, programming and related matters;, • Organize recruitment and student interview efforts, including setting timeline and schedule for youth recruitment and hiring throughout the year;, • Lead CYC youth onboarding in partnership with Operations;, • Co-facilitate weekly sessions for the councils with the Council Managers;, • Lead CYC office hours and facilitate goal setting chick-ins with all youth participants;, • Research and stay abreast of community events for the council to engage in;, • Assist with communication between youth, partners/service providers, and/or parents for the purpose of evaluating situations, solving problems and/or resolving conflicts as needed, • Help youth design effective surveys, analyze survey results, and utilize research in powerful ways to further youth interests and goals in partnership with the Director of Data and Evaluation and Council ManagersI;, • Assist other programs and departments as needed with campaign trips and special events, including organizational fundraisers;, • Collaborate with the staff as needed to better support youth; EXPERIENCE: One to three years of experience in youth programming, advocacy, government, or teaching required. COMPETENCIES AND QUALIFICATIONS • Experienced user of Google Workspaces, Zoom, social media platforms, and Microsoft Office products (Excel and Word), • Willingness to learn and a growth mindset, • Ability to independently research a topic or issue, • Knowledge of Positive Youth Development strategies and values, • Knowledge of Chicago Public Schools’ and charter systems, • Strong public speaking and workshop facilitation skills, • Excellent verbal and written communication skills, • High energy and a willingness to be flexible and creative, • Ability to engage, manage and cultivate relationships with diverse stakeholders with a varied range of perspectives, • Experience organizing and leading student fields trips, • Experience facilitating both virtual and in-person youth programming, • Bilingual in English and Spanish The salary for this position is $50,000 annually. We offer a competitive benefits package to include paid time off, medical, dental, vision, 401K, disability and life insurance. EQUITY STATEMENT Mikva Challenge is an equal opportunity employer committed to building a diverse and inclusive workplace. We provide equal employment opportunities to all employees and applicants without regard to race, color, religion, sex (including pregnancy and gender identity, and gender expression), sexual orientation, national origin, age, genetic information, disability, political affiliation, marital status, membership in an employee organization, retaliation, parental status, military service, or other non-merit-based factors. We strongly encourage candidates from a wide range of backgrounds, perspectives, and experiences to apply. Powered by JazzHR 9WoZd40Rkj

Job Description Title: K-8 Spanish Bilingual Teacher (2026-27SY) Location: Chicago, IL Reports To: Principal Salary: Starting at $65,000, commensurate with experience Employee Type: Regular Full Time Start Date: August 2026 Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team lesson internalization aligned to grade-level standards based on student language proficiency levels. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Additionally, the Bilingual Teacher will have a dedicated classroom and provide personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies across content areas. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens. Responsibilities Culture * Maintain a student-centered perspective in decision making * Believe that all students can learn and can achieve great things * Contribute to the equity work of the campus and network and engage in culturally responsive decision making * Build and foster a culture of belonging through positive and strong relationships with students, families, and staff * Cultivate a strengths-based, equity focused mindset * Foster positive climate and culture * Serve as a positive role model * Belief that a students’ languages and cultures are a tremendous strength and asset Preparation, Instruction and Assessment 90% * Implement the DS Academic and Bilingual Model * Administer tests and language assessments for the purpose of evaluating students' language ability * Implement of the WIDA Standards in daily lessons * Analyze culturally & linguistically diverse (CLD) student work * Provide direct Bilingual and ESL services and instruction to a classroom of students * Provide ESL grades for students served * Develop and deliver lesson plans that utilize appropriate instructional techniques that enable Spanish proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs * Deliver Spanish Language Arts and ESL curriculum * Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning * Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students * Assist and support the administration of the required English Language Proficiency screeners and assessments * Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners * Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding * Commit to student-centered, learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning * Maintain inventory of all instructional materials * Maintain accurate and complete records of students' progress and development * Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards * Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems * Assess students' progress, expectations, and goals in the bilingual program * Engage in coaching and mentoring opportunities to improve instructional effectiveness * Participate in all required professional development and meetings * Perform other duties and responsibilities as assigned by the Principal Classroom Culture 10% * Celebrate student identities and culture * Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety * Manage strong classroom procedures, routines, and rituals that maximize learning * Build strong relationships with students, families and colleagues * Communicate effectively and frequently with students and families in their preferred language * Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices * Collaborate with colleagues to support student growth and achievement Requirements (minimum) Education: Bachelor's Degree Qualifications * Valid Professional Educator License or equivalent in state of employment * Valid Bilingual Spanish Endorsement or equivalent in state of employment * Spanish Proficient in reading, writing, listening, and speaking * Technology demands: * Ability to review and analyze student and campus data from multiple sources * Proficient with cloud based software solutions (such as GoogleSuite) * Ability to learn digital tools and and programs as needed for the position * Travel as required for training, professional development, and collaboration * Commitment to supporting students’ social, emotional and academic development Physical demands Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing Benefits • 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions), • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact or call 773.828.4191

Job Description Spanish Teacher Job Description Job Description: 10‐Month Faculty Position Title: Spanish Teacher Reporting Relationships: Reports to the Principal or AP of Curriculum and Instruction. Collaborates with Division Chairs, Department Chairs, Instructional Coaches, Counselors, and other faculty. Overview: We seek a dynamic, culturally responsive Spanish Teacher to join our high school faculty. The ideal candidate will deliver engaging and high-quality instruction in Spanish language and culture—from conversational fluency to literary and written expression. This position emphasizes the development of bilingual proficiency, cultural understanding, and college/career readiness, including possible Advanced Placement and interdisciplinary integration. Summary of Responsibilities: Instruction & Curriculum Development ● Create and implement lesson plans aligned with state standards, ACTFL proficiency guidelines, and in-school benchmarks. ● Teach all language domains—listening, speaking, reading, writing—and integrate literature, multimedia, and cultural exploration. ● Develop frameworks for AP Spanish or upper-level courses when applicable. ● Incorporate the latest language acquisition methods—such as TPRS, task-based learning, and communicative approaches—and integrate educational technology like Google Classroom or LMS platforms. (himalayas.app, uncommonschools.org) ● Collaborate with colleagues to design interdisciplinary projects that contextualize Spanish in history, theology, fine arts, and global issues. Assessment & Student Progress ● Design formative and summative assessments, including oral proficiency evaluations, written exams, and performance assessments. ● Track student growth using proficiency rubrics, gradebooks, and LMS analytics. ● Provide timely feedback to students and families, and participate in conferences to discuss student development. ● Offer intervention sessions, study support, and differentiation to enable success among all learners—including heritage speakers and emerging bilinguals. Classroom Environment & Culture ● Establish a classroom culture rooted in respect, inclusion, and high expectations. ● Utilize culturally responsive teaching and materials to honor Spanish-speaking heritage and diversities. ● Celebrate language and culture through student-led presentations, themed events, and extracurricular clubs. (betterteam.com) ● Apply positive behavior strategies and classroom routines to maintain a safe and supportive environment. Professional Collaboration & Development ● Work regularly with department members to refine curriculum, set instructional goals, and share best practices. ● Participate in PLCs, faculty meetings, and professional learning workshops to stay current with trends in language instruction. ● Mentor newer or less-experienced colleagues as needed. Community & Cultural Engagement ● Communicate effectively with families to highlight classroom milestones, student progress, and curriculum expectations. ● Collaborate with community and higher-education partners for Spanish enrichment, including college credit programs, cultural field experiences, or guest speakers. ● Serve as a cultural ambassador for the language program by representing Spanish language initiatives at school events, parent nights, and recruitment fairs. Faculty members are expected to: ● Implement curricula and academic interventions that meet grade-level standards ● Design and implement assessments that measure students’ progress toward grade-level standards ● Use student assessment data to refine curriculum and inform instructional practices ● Communicate effectively with students, families, and colleagues ● Create a positive, achievement-oriented, and structured learning environment that excites and invests students ● Collaborate with teachers and leaders to improve instructional, culture-building, and leadership skills by maintaining a cooperative and positive attitude that supports the mission and goals of the school ● Maintain grading records, record daily attendance, and complete all required record keeping as designated by administration ● Maintain open communication with all members of the school faith community ● Be responsive to ongoing instructional coaching and a growth mindset to increase student success ● Attend and fully engage in all professional development, staff meetings, liturgies, and school events such as but not limited to formation experiences, Back to School Night, Open House, Baccalaureate, and Graduation. ● Follow all expectations as outlined in the 2026-2027 Faculty Contract and Handbook ● Any other duty as assigned by the school administration Required Qualifications & Skills: ● Bachelor’s degree in Spanish, Education, or relevant field; Master’s preferred. ● Proficiency in Spanish (written & spoken) and familiarity with cultural content. ● Classroom management proficiency with diverse student populations. Preferred Qualifications: ● Experience teaching high school Spanish, including AP levels. ● Familiarity with ACTFL proficiency standards and bilingual education best practices. ● Previous exposure to interdisciplinary curriculum design and project-based learning. ● Engagement in personal/professional bilingual or cultural experiences abroad or within Spanish-speaking communities. ● Valid secondary teaching certification in Spanish. Core Competencies: ● Highly ethical with ability to maintain confidentiality. ● Professional written, verbal, and digital communication. ● Study-based decision-making and continuous improvement orientation. ● Accurate, detail-oriented, and technologically adept. ● Strong collaborator and student-focused service orientation. ● Excellent attendance and reliability. Physical Activity Requirements: ● Routine physical activity associated with a normal school environment. ● While performing the duties of this job, the employee is regularly required to speak and hear to exchange information. ● The employee is frequently required to stand and walk. The employee is occasionally required to sit, climb, and balance; bend at the waist, stoop, kneel, and perform work that involves occasional lifting, pushing, or pulling objects up to 20 lbs. ● Specific vision abilities this job requires include close visual acuity, preparing and analyzing data, viewing computers, and extensive reading. Job Summary: Resurrection College Prep High School is looking for qualified applicants for an opening as a World Languages Teacher. Qualifications: Bachelor's degree and a valid Illinois High School teaching certificate is recommended. Application Procedure: Submit your cover letter, resume, and (optionally) a teaching philosophy to: Dr. Patricia Caine Principal, Resurrection College Prep High School

Job Description Title: Bilingual Special Education Teacher Location: Chicago, IL Reports To: Principal Salary: Starting Salary $65390, commensurate with experience Employee Type: Regular Full Time Start Date: Winter 2026 The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism. Position Overview Special Education Teachers are responsible for practices and behaviors which demonstrate necessary teaching competencies, effective classroom management, positive personal qualities, and other instructional matters. The role of the Special Education Teacher is to ensure that all students have equal instructional opportunities and to create environments in which teaching and learning are challenging, dynamic, and comprehensive. The teaching of the essential curriculum of each teacher’s discipline is grounded in the understanding that the aim of education is personal growth, the development of individual talents, abilities, and values; the acquisition of knowledge; and the pursuit of understanding. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Maintain a professional relationship with colleagues, students, families, and community members, • Use effective communication skills to present information accurately and clearly, • Maintain positive relationships with students, parents and colleagues, • Maintain accurate and complete records of students' progress and development, • Professional Commitment: has good attendance and regularly participates in all staff, department, and committee meetings in addition to other school/district events, • Plan and supervise assignments for paraprofessionals, volunteers, and student teachers, and make written evaluation as required, • Inform families regarding student progress, the instructional program, and other school issues, • Work closely with team members and families to best meet the needs to students, • Support classroom procedure (classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties occur smoothly), • Serve as primary instructor for students with identified learning needs in a variety of settings, • Develop lessons that address students academic, interpersonal, social and emotional needs, • Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s Individualized Educational Program (IEP), • Develop and implement annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals, • Make collaboration a priority with members of the IEP team, • Monitor progress to ensure all students are demonstrating high rates of growth, • Maintain accurate and complete records of students' progress and development Education: Bachelor's Degree Qualifications • Valid Professional Educator License or equivalent in state of employment (IL or MI) Benefits • 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions), • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact or call 773.828.4191

Job Description Title: Bilingual Instructional Support Teacher Location: CICS Bucktown- 2235 N Hamilton Ave, Chicago, IL 60647 Reports To: Principal Salary: Starting at $65390, commensurate with experience Employee Type: Regular Full Time Start Date: February 2026 Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Serve as a positive role model, • Implement the DS Model, • Administer tests and language assessments for the purpose of evaluating students' language ability, • Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons, • Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work, • Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction, • Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs, • Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model, • Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning, • Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students, • Assist and support the administration of the required English Language Proficiency screeners and assessments, • Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners, • Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs., • Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding, • Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning., • Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development, • Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards, • Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems, • Assessing students' progress, expectations, and goals in the bilingual program, • Engage in coaching and mentoring opportunities to improve instructional effectiveness, • Participate in all required professional development and meetings, • Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety, • Manage strong classroom procedures, routines, and rituals that maximize learning, • Build strong relationships with students, families and colleagues, • Communicate effectively and frequently with students and families in their preferred language, • Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices Education: Bachelor's Degree Qualifications • Valid Professional Educator License or equivalent in state of employment (IL or MI), • Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI), • Spanish Proficient in reading, writing, listening, and speaking, • Technology demands:, • Ability to review and analyze student and campus data from multiple sources, • Proficient with cloud based software solutions (such as GoogleSuite), • Ability to learn digital tools and and programs as needed for the position, • Travel as required for training, professional development, and collaboration Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing Benefits • 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions), • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact or call 773.828.4191

Job DescriptionAbout Intrinsic Schools Intrinsic Schools is a public charter network committed to reimagining secondary education so that every student is prepared for postsecondary success and meaningful, world-changing endeavors. We believe deeply in the potential of our students and in the power of great teaching, strong relationships, and intentional use of technology to personalize learning. Our model prioritizes both academic excellence and the development of essential non-cognitive skills such as empathy, independence, perseverance, and intellectual curiosity. Intrinsic serves diverse student communities across two campuses: Belmont (grades 7–12) and Downtown (grades 9–12). Our student population is 90% students of color, 86% eligible for free or reduced lunch, and 19% students with disabilities. We view this diversity as a strength and seek educators who are committed to equity, inclusion, and high expectations for all learners. Our Educational Model • Plan and deliver rigorous, standards-aligned instruction that promotes active learning and deep understanding, • Analyze student progress data to inform instruction, interventions, and flexible groupings, • Provide students with clear, timely, and actionable feedback that supports growth and mastery, • Integrate instructional technology effectively to personalize learning and increase student agency, • Uphold Intrinsic’s student culture by consistently enforcing expectations outlined in the Student Code of Conduct, • Serve as an advisor by mentoring a group of students, facilitating daily advisory lessons, and conducting individual conferences to monitor academic and social-emotional progress, • Design and lead a C Day club aligned to personal interests and student engagement, • Support student learning beyond the classroom through weekly office hours and targeted academic support, • Maintain accurate, up-to-date gradebooks and student records, • Collaborate with special education staff and other support team members to meet the needs of all learners, • Demonstrate an unwavering commitment to the postsecondary success of every student, • Engage actively in instructional coaching cycles, including data analysis, observation, feedback, video reflection, and practice, • Participate in school-wide professional development, POD planning, grade-level and content-area meetings, and data-driven instruction meetings, • Communicate proactively and professionally with families regarding student progress, strengths, and challenges, • Participate in school events, host student-led conferences, and attend IEP meetings as requiredQualifications, • Bachelor’s degree in education or a related field from an accredited institution, • Illinois Professional Educator License with endorsement in English as a Second Language required; Bilingual endorsement preferred, • Fluency in Spanish required, • Comfort using educational technology tools, with curiosity and willingness to learn about emerging tools, including AI, • Ability to build and maintain positive, collaborative relationships with students, families, and colleagues, • Strong written and verbal communication skills, • Demonstrated professionalism, including punctuality, preparedness, accountability, follow-through, and effective collaboration, • Ability to consistently meet daily and weekly deadlines that support high-quality instruction and team success Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR lRYxcbwu4Q

Job DescriptionLocation: Hillside, IL 60162Date Posted: 01/31/2026Category: Education K12Education: None SUMMARY OF CLIENT'S POSITION: Long Term Substitute teachers perform the instructional and classroom management processes for teachers who are absent for longer periods of time. CLIENT'S LOCATION: Positions are located in Hillside, IL DESCRIPTION OF CLIENT'S DUTIES & RESPONSIBILITIES: • Adhering to the curriculum and lesson plans assigned by the regular teacher., • Following procedures and achieving lesson goals., • Assigning and explaining homework., • Overseeing students outside of the classroom, including in the hallways and cafeteria., • Complying with all school regulations and policies at all times., • Taking attendance and documenting daily notes. CLIENT'S REQUIRED SKILLS & EXPERIENCE: Bilingual (fluent in Spanish) Professional Educator License (PEL) Substitute Teaching Certification DTG COMPANY OVERVIEW Delta-T Group's mission is to provide cost-effective, reliable referrals, and innovative referral solutions, for the social services, behavioral health, allied health and special education fields, for the betterment of independent behavioral health professionals seeking new opportunities and those needing care and support. Title: Long Term Substitute Teacher (Bilingual Spanish) - Starting at $31/hr. Class: TeacherType: TEMPORARYRef. No.: 1311192-3BC: #DTG155 Company: Delta-T Group Illinois, Inc.Contract Contact: Contract Submit Edu ILOffice Email: Phone: 800-500-8007Office Address: 800 Enterprise Drive Suite 121, Oak Brook IL 60523 About Us: Each Delta-T Group office is separately incorporated. Delta-T Group is a referral service for self-employed independent contractors seeking behavioral healthcare education and social service supplemental marketplace opportunities. Delta-T cannot guarantee any number or duration of referrals or opportunities as a result of your registration. When and if opportunities become available, you may accept or decline such referrals at your sole discretion.

Job Description ESL Teacher - IHSCA COMPANY DESCRIPTION Instituto Health Science Career Academy along with Chicago Public Schools (CPS) has set ambitious goals to ensure that every child-in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready. In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. Teachers provide appropriate, effective, and culturally relevant instruction for grades 9-12 aligned to SAT, AVID College Readiness, WIDA Standards and state/national standards. IHSCA ensures that students are provided a safe learning environment that supports student social-emotional growth as well as academics. POSITION DESCRIPTION The English as a Second language (ESL) Teacher provides instruction to high school students (9th – 12th ) in the ELL Program. The goal of this position is to guide English Language Learners toward gaining proficiency in listening, speaking, reading and writing. This position reports to the Assistant Director of Culture and Language or their designee. ESSENTIAL DUTIES AND RESPONSIBILITIES • Provide ESL instruction to students in grades 9th – 12th., • Assist in administering required language proficiency and academic achievement tests for determining placement for students along with ongoing monitoring of student progress., • Assist in administering ACCESS to EL students, • Assist in developing appropriate curriculum to help ELL students acquire the English language., • Ensure all EL components from the state and the district are being implemented in lesson plans and in the classroom, • Employ a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co-teaching)/ small-group or individual learning., • Assist in gathering and reporting data for reporting requirements and other required reports (to the State, Charter School Board, Dept of Education, census, grant applications, annual report, etc.)., • Establish and maintain communication with parents of students in the program., • Engage parents and families in their student’s learning and acting as an ambassador for the school in the community., • Participate in department meetings, • Assist and or Provide Professional Learning in the area of English Language Learners, • Contribute productively to the school as a whole., • Participate in in-service and staff development activities and staff meetings as required or assigned., • Attend IEP, 504’, or other related meetings necessary for student assessment and/or compliance with federal and/or state law., • Attend IEP/504 meetings as an English/Bilingual Language Specialist, • Attend and participate in established traditional school-sponsored activities (i.e, back-to school night, open house, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours., • Participate and or assist in the Bilingual Advisory Committee (BAC), • Other duties as assigned. QUALIFICATIONS • Bachelor’s degree in education, preferably with a concentration in English, • Professional educator’s license (preferred), • Must be ESL endorsed/certified, • Two years teaching experience in ESL/bilingual education, • Technologically literate including using Microsoft Office is required, • Ability to maintain a high sense of confidentiality, • Ability to work with a diverse group of people, • Ability to work as a member of a team, • Exceptional organization and time management skills, • Excellent oral and written communication skills, bilingual English/Spanish preferred, • Dependability and punctuality, • Ability to adhere to deadlines, react to unpredictable events quickly and efficiently, be resourceful, manage conflict and challenges, • Advanced skills with Microsoft Office The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Approximately 50% of time spent standing as well as some lifting (under 30 lbs.) WORKING CONDITIONS Majority of work performed in a general school environment. Position requires availability for extended hours; non-traditional hours may be required to perform job duties. Attendance at school sponsored events and meetings is also required. BENEFITS Medical Dental Vison Life Insurance Short Term Disability Long Term Disability 403b retirement saving plan Chicago Teachers Pension Fund (Only with ISBE License) PAID TIME OFF Sick Personal Instituto Health Sciences Career Academy is an Equal Opportunity Employer Open until filled

Job DescriptionDescription: Do you want a career that impacts the community? Do you have a desire to work somewhere that changes children’s lives? Join Chicago Youth Centers as we serve over 3,000 children and families each year! Title: Teacher (0-3) Company: Chicago Youth Centers (CYC) Website: chicagoyouthcenters.org Compensation: $40,000 - $52,000 Classification: Full Time; Exempt Reports to: Childcare Director Supervisor Responsibilities: No Location: CYC Dorothy Gautreaux Center at 975 E. 132nd St (Chicago, IL) Schedule: 8:30a - 5:00p; Monday - Friday; schedule varies depending on program needs The Early Head Start Teacher (0-3) is responsible for providing developmentally appropriate learning experiences, supervision of children assigned in the classroom, providing a supportive and positive classroom climate, implement the Gold Assessment and creative curriculum, administer developmental screenings, conduct home visits and parent conferences, refer children with disabilities for children ages 15 months-3 years old. Participate and attend family engagement activities and parent meetings. Essential Duties and Responsibilities • Provide a positive climate, responsive care giving and continuity to help children develop secure relationships while focusing on the children’s social and emotional well-being., • Work with assigned group of toddlers and two’s, applying best practices for care and physical safety., • Facilitate and nurture the development of each child’s self-esteem, trust and growing autonomy., • Complete developmental and social-emotional screenings on children., • Develop weekly lesson plans inclusive of individualization for children., • Refer children with special needs to the Family Service Associate and Inclusion Manager, • Integrate and assist children with special needs utilizing child IFSP., • Partner with families and encourage parent involvement through a variety of methods (e.g. classroom parent meetings & events and parent/child home activities)., • Obtain families’ social-cultural background information and designs meaningful learning experiences for children based on their findings., • Schedule and conduct at least two Home Visits and two Parent/Teacher Conferences annually for each child, each program year to discuss with parents regarding their children’s development and behavior. Also, due to attendance problems., • Maintain awareness and supervision of the needs of the entire classroom; and ensure routines such as diapering, toileting/training, hand washing, meals are handled promptly and consistently with state and local regulations., • Follow a consistent schedule that meets the individual needs of each child, including skill development, meals, napping and effective transition between activities., • Respond quickly and appropriately to children’s different and personal needs (verbal and non-verbal cues) and temperament styles., • Engage and guide children at play, meeting them at their physical level (kneeling, bending, or sitting on the floor)., • Complete at least thirty clock hours of professional development annually, through participation in offered trainings, workshops, in-service days, all staff conferences; and maintain log of professional development achievements, including documents supporting completion., • Participate and support agency/center efforts toward recruitment, enrollment, attendance and retention of eligible families., • ATTITUDE MATTERS - Positivity begins with me. My attitude has the power to influence my environment and inspire those around me. I aim to be enthusiastic, optimistic, and kind—even when things get hard., • CARE FOR REAL - I will take every opportunity to show that I truly care. I commit to serving children and families, my co-workers and my community. I will think, care and act in a respectful manner to uplift and support others., • OWN IT - I will never say, “That’s not my job.” When I see something that needs to be done, I will assign myself and do it. I will make a commitment to carry out my job responsibilities and assignments with consistency, dependability, and respect., • Associate or Bachelors Degree in Early Childhood Education w/2 Infant Toddler Courses, • Infant/Toddler CDA or 120 credit hours in Infant Toddler (if there is no Bachelor or AA degree), • Must possess at a minimum level 2 ECE/ IT Gateways Credential, • 1 years of EHS classroom experience in a NAEYC accredited or Head Start classroom, • Fluency in English and Spanish languages, • Experience in implementation of early childhood curriculum (Creative Curriculum) and developmentally appropriate practice for the specific age group, • Experience in child observation, assessment and documenting child’s skills, growth and development., • Computer skills (Microsoft Office Suite Word, Excel and Outlook), • Strong communications skills (verbal and written), • CPR/ First Aid certified

Job DescriptionAbout Intrinsic Schools Intrinsic Schools is a public charter network committed to reimagining secondary education so that every student is prepared for postsecondary success and meaningful, world-changing endeavors. We believe deeply in the potential of our students and in the power of great teaching, strong relationships, and intentional use of technology to personalize learning. Our model prioritizes both academic excellence and the development of essential non-cognitive skills such as empathy, independence, perseverance, and intellectual curiosity. Intrinsic serves diverse student communities across two campuses: Belmont (grades 7–12) and Downtown (grades 9–12). Our student population is 90% students of color, 86% eligible for free or reduced lunch, and 19% students with disabilities. We view this diversity as a strength and seek educators who are committed to equity, inclusion, and high expectations for all learners. Our Educational Model • Plan and deliver rigorous, standards-aligned instruction that promotes active learning and deep understanding, • Analyze student progress data to inform instruction, interventions, and flexible groupings, • Provide students with clear, timely, and actionable feedback that supports growth and mastery, • Integrate instructional technology effectively to personalize learning and increase student agency, • Uphold Intrinsic’s student culture by consistently enforcing expectations outlined in the Student Code of Conduct, • Serve as an advisor by mentoring a group of students, facilitating daily advisory lessons, and conducting individual conferences to monitor academic and social-emotional progress, • Design and lead a C Day club aligned to personal interests and student engagement, • Support student learning beyond the classroom through weekly office hours and targeted academic support, • Maintain accurate, up-to-date gradebooks and student records, • Collaborate with special education staff and other support team members to meet the needs of all learners, • Demonstrate an unwavering commitment to the postsecondary success of every student, • Engage actively in instructional coaching cycles, including data analysis, observation, feedback, video reflection, and practice, • Participate in school-wide professional development, POD planning, grade-level and content-area meetings, and data-driven instruction meetings, • Communicate proactively and professionally with families regarding student progress, strengths, and challenges, • Participate in school events, host student-led conferences, and attend IEP meetings as requiredQualifications, • Bachelor’s degree in education or a related field from an accredited institution, • Illinois Professional Educator License with endorsement in English as a Second Language required; Bilingual endorsement preferred, • Fluency in Spanish, • Comfort using educational technology tools, with curiosity and willingness to learn about emerging tools, including AI, • Ability to build and maintain positive, collaborative relationships with students, families, and colleagues, • Strong written and verbal communication skills, • Demonstrated professionalism, including punctuality, preparedness, accountability, follow-through, and effective collaboration, • Ability to consistently meet daily and weekly deadlines that support high-quality instruction and team success Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR KaC28UGZ00

Job Description Paraprofessional - K-2 Job Description You Belong Here Apply today: Position Summary: Informed by the school’s mission, paraprofessionals will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Paraprofessionals provide instructional assistance and support for diverse learners under the professional guidance and supervision of the diverse learner teachers and case managers. Paraprofessionals work with students individually or in small groups providing instructional, assessment, emotional, and behavioral support appropriate to the student’s individualized education program and demonstrated needs. Paraprofessionals may work with students inside and outside of the regular classroom. Paraprofessionals are responsible to reflect the mission and guiding principles of the school, to help students uphold the rules and standards of the Student Code of Conduct, to build positive and collaborative relationships with students, staff, parents, and other staff members with transparency and accountability that best ensures student academic and personal achievement. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Key Competencies/Duties: Provide in-class support to promote access to the curriculum and instructional model. * Provide assistance to teachers to provide services to students with a host of disabilities including, but not limited to learning disabilities, visual and hearing impairments, emotional-behavioral disorders, mental health concerns, and physical disabilities. * Implement services under the direction and guidance of the teacher/case manager to promote academic, social, and emotional progress and achievement. * Use instructional strategies and techniques to provide instructional assistance and support to individuals and small groups of students inside/outside of the classroom. * Provide instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives; implementing IEP plans/accommodations/supports, and ensuring students success in school all under the supervision of assigned teacher. * Assist with organization of materials and instructional space to support students. * Provide assistance to students with orthopedic impairments, coordinating and preparing related equipment and apparatus to support access to the classroom and other critical areas of the school. * Use strategies that promote students’ independence for learning. * Reinforce reading, writing, mathematical ideas and concepts, and other such skills presented by the classroom teacher. * Assist in the review and evaluation of students’ work, as requested. * Carry out assessment activities to collect and document objective information about the students’ strengths and needs. * Assist with maintaining student records including using any technology employed by the school. * Use relevant technology to support and differentiate instruction. * Contribute to progress monitoring and collect data, as requested by the case manager or teacher. Assist with record keeping. * Contribute to the smooth functioning of the classroom environment. Assist students with assessment in order to support the implementation of the individualized education program, encourage accurate demonstration of academic progress and learning, and to help benchmark progress on course standards and learning targets. * Provide assessment assistance to students, individually and in small groups. * Implement assessment accommodations, as required by the student’s individualized education program. * Observe students’ performance and development and report observations as requested. Provide services and supports to promote participation, engagement, and pro-social interactions in the classroom. * Implement behavioral plans designed by the IEP team for students with behavior disorders or other special conditions for the purpose of presenting and reinforcing learning concepts under the direction of the assigned teacher. * Model positive behavior for assigned students (e.g. interpersonal communication, conflict resolution, homework processes, social interaction, etc.) for the purpose of providing educational and life skills training. * Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive school environment. * Intervene to prevent or address disciplinary infractions, as directed by the teacher, case manager, individualized education program, or behavior intervention plan. * Collect and report data on behavior, as requested or needed. Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice. * Participate positively and productively in department, school, network, and parent meetings. * Actively participate in the development and implementation of new paraprofessional techniques and approaches to working with diverse learners. * Actively participate in discussions and programs to improve student performance, experience, attendance, conduct. * Attend IEP meetings when requested. Attend to and fulfill professional obligations as defined by the school and network. * Arrive on-time to assignments. * Take initiative to provide needed supports. * Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships. * Promptly return phone calls and answer emails within 24-48 weekday hours. * Follow school and network policies and protocols. * Build positive and respectful relationships with staff, students, families, and community partners. * Other duties as assigned, within the framework of the collective bargaining agreement. Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Support the creation of inclusive, identity-affirming spaces for students. * Implement professional practice and responsibilities, demonstrating cultural competence. * Implement D.E.I principles in interactions with members of the school community. Qualifying Education/Licensure: * High School Diploma (Required) * Bachelor’s Degree (Preferred) * Illinois State Board of Education Paraprofessional License or comparable, current out-of-state licensure (Required) * Bilingual Spanish/English (Strongly Preferred) Other Qualifications: * Experience working with students or youth (Strongly Preferred) * Experience in urban school setting (Strongly Preferred) * Experience working with students with a host of disabilities (Strongly Preferred) * Ability to communicate clearly and professionally, verbally and in writing (Required) * Experience working with educational technology (i.e. laptops, projectors, etc.) (Strongly Preferred) * Experience working with online platforms (i.e. Google Documents and Forms, email, etc.) (Strongly preferred) * Fundamental understanding of human development principles as related to children and adolescents (Required) * Flexibility, adaptability, and creativity with respect to problem solving (Required) * A strong desire to advocate, support, and encourage students with learning, physical, and emotional challenges (Required) * A positive attitude (Required) This position is a Full-Time position. Physical Job Requirements: The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal role. Apply Today!

Job Description Do work that matters! Every single day. We are hiring Assistant Spanish Guides for our lovely Guidepost Montessori school at Lincoln Park! At Guidepost Montessori, our Assistant Guides play a meaningful role in helping children ages 0–6 develop independence, confidence, and a lifelong love of learning. If you're passionate about working with young children and want to grow in a supportive, purpose-driven environment, we'd love to meet you. Your Impact As an Assistant Spanish Guide, you'll support a mixed-age Montessori Spanish classroom (Infant, Toddler, and Children's House ages 3–6), helping create a calm, engaging environment where children are empowered to explore, learn, and grow at their own pace. In a Montessori classroom, the environment and the guide work together to support each child's development. You'll assist in preparing beautiful, intentional learning spaces and support children through individualized and small-group activities—always with respect, patience, and care. Most importantly, you'll help children build confidence in themselves and discover what they're capable of achieving. What You'll Do • Observe children closely to understand and support their individual needs, • Help prepare and maintain a beautiful, orderly classroom environment, • Support individual and small-group learning activities, • Build warm, respectful relationships with children and families, • Collaborate with Lead Guides and fellow team members to create a strong classroom community What We're Looking For • Experience working with children ages 3–6 in a school or childcare setting, • A positive, adaptable, and collaborative mindset, • A genuine love for working with young children, • Interest in learning and growing within the Montessori approach (prior Montessori experience is welcome but not required) What We Offer • Fully sponsored Montessori diploma training through the Prepared Montessorian Institute, • Ongoing professional development and mentorship, • 75% tuition discount for up to two children at any Guidepost school, • Competitive pay, • Health, dental, and vision insurance, • Paid time off and paid holidays, • Abundant opportunities for growth and career advancement, • A supportive network of peers who value collaboration and shared best practices About Guidepost Montessori Guidepost Montessori is a growing network of over 100 schools across the U.S. and Asia, serving children from 3 months to 6 years old. We believe children are capable and we design an education that nurtures independence, curiosity, and joy. Our mission is to transform education by helping every child reach their highest potential academically, socially, and emotionally. If you love working with children and are looking for a role where you can grow, make an impact, and be part of something meaningful, we'd love to hear from you. Apply today and join our school community! Guidepost Global Education and Guidepost Montessori are committed to a policy of Equal Employment Opportunity (EEO). We will not discriminate on the basis of age, sex, race, color, creed, religion, ethnicity, sexual orientation, gender identity, gender expression, national origin, alienage or citizenship, disability, marital status, military or veteran status, or any other legally recognized protected basis under applicable federal, state or local laws, regulations or ordinances. Our leadership is dedicated to ensuring the fulfillment of this policy. When requested, we are committed to reasonably accommodate employees and applicants with disabilities or special needs that may require an accommodation.

Job DescriptionBenefits: • Bonus based on performance, • Competitive salary, • Flexible schedule, • Health insurance, • Opportunity for advancement, • Paid time off, • Training & development Before entering the insurance world, I earned a degree in music production and spent several years as a teacher. That background shaped our agencys culture of creativity, collaboration, and ownership. One unique part of our culture is encouraging team members to design their own promotionssetting the prize and the goalso they directly benefit from their hard work. We also believe in supporting continued growth through industry certifications and ongoing education. Our break room is always stocked with snacks, and we host an annual team trip for those who meet life sales goals. Were active in the local community, participating in events throughout the year, and are always looking for motivated individuals who want to grow with us in this rewarding industry. Job Description: As a Customer Relations Representative - State Farm Agent Team Member, you will be part of a collaborative team focused on reshaping the way insurance is approached. We're seeking individuals who are tech-savvy, socially connected, and eager to make a meaningful impact. Your responsibilities will include: • Engaging with potential clients through various channels, including social media and digital platforms., • Educating younger demographics on the importance of insurance and tailoring solutions to their unique needs., • Leveraging modern sales techniques and technology to reach and exceed sales targets., • Participating in ongoing training programs to stay updated on industry trends and product knowledge., • Building a personal brand within the community through networking and events.Qualifications:, • Enthusiastic and self-motivated with a passion for sales., • Excellent communication skills, especially in the digital space., • Ability to adapt to a fast-paced and evolving work environment., • Eagerness to learn and grow within the insurance industry.Requirements:, • High school diploma or equivalent; college degree is a plus., • Previous sales experience or a strong desire to pursue a career in sales., • Familiarity with social media platforms and digital communication tools., • A positive and proactive attitude towards challenges., • Bilingual Spanish Required., • Willingness to obtain relevant insurance licenses (training will be provided).Perks for Customer Relations Representative - State Farm Agent Team Member:, • Competitive base salary with uncapped commission structure., • Opportunities for rapid career advancement., • Comprehensive benefits package, including health insurance and retirement plans., • Fun and collaborative work environment with team-building events. Domenico Polo - State Farm Agent is an equal opportunity employer and encourages applications from individuals of all backgrounds.

Job Description High School Teacher - Art You Belong Here! Apply today: Reports To: Principal/Instructional Coach Position Summary: Informed by the school's mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Meridian stakeholders with transparency and accountability that best ensures student academic and personal achievement. Instructors will teach the appropriate content and skills by utilizing curriculum material adopted by the school, as well as appropriate supplemental and teacher-made materials; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, curriculum development, teaming, student support meetings and collaboration. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Key Competencies/Duties: Implement research-based curriculum and instructional models. * Facilitate a rigorous, research-based curriculum designed to promote student academic progress and achievement, in line with school and network initiatives. * Plan, prepare and deliver standards-aligned lesson plans and instructional materials that facilitate active learning. * Establish clear and positive learning standards and expectations for all students by which to evaluate academic progress. * Develop schemes of work, lesson plans and activities that are in accordance with established procedures. * Use relevant technology to support and differentiate instruction. * Encourage and monitor the progress of individual students and use information to adjust teaching strategies. * Establish and communicate clear objectives for all learning activities. * Use a variety of learning materials and resources for use in educational activities. Assess student performance at frequent and regular intervals in order to benchmark progress on course standards and learning targets. * Ensure the academic success of every scholar by using formative assessments to adjust learning plans and summative assessments to measure objective attainment. Provide opportunity for re-assessment to encourage skill mastery. * Develop assessments that are in accordance with established procedures. * Provide frequent, specific feedback on work that advances learning. * Maintain accurate and complete records of students' progress and development. * Update all necessary records accurately and completely as required by laws, network policies and school protocols. * Observe and evaluate students' performance and development. * Integrate student choice into assessment structure/product. Build and maintain positive, productive, professional relationships with students, staff, parents, and other stakeholders. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Instruct and monitor students in the use of learning materials and equipment. * Manage student behavior in the classroom by establishing and enforcing expectations and procedures. * Maintain discipline in accordance with the expectations, disciplinary models, and systems of the school. * Demonstrate respect and regard for students, colleagues, and parents. * Cultivate positive relationships and address the social and emotional needs of scholars using research-based methods as identified by school leaders. * Encourage parent and community involvement; obtain information for parents when requested. * Initiate appropriate conferences with parents, guardians, administrators, etc. in accordance with school procedures. * Effectively, respectfully, and professionally communicate with parents or guardians and students on matters related to student's academic progress, attendance, and conduct. Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice. * Participate positively and productively in department, school, network, and parent meetings. * Actively participate in the development and implementation of new teaching techniques and approaches to assessment. * Actively participate in discussions and programs to improve student performance, experience, attendance, conduct. * Integrate students into curricular planning and assessment development. * Collaborate with the school faculty and administration in the development and implementation of program instruction. * Engage actively, positively, and productively in the instructional coaching process. * Accept and apply coaching feedback. Attend to and fulfill professional obligations as defined by the school and network. * Engage in structured lesson planning that provides differentiated options for multiple skill levels that are objective based using the standards and curriculum identified by the school Instructional Leadership Team. * Produce and share lesson plans in accordance with the procedures established by the school. * Maintain a current, accurate gradebook in accordance with the procedures established by the school. * Implement the grading protocols established by the school. * Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships. * Prepare required reports on students and activities. * Communicate necessary information regularly to students, colleagues and parents regarding student progress, intervention outcomes, and student needs. * Prepare classroom, physical or virtual, for class activities. * Assign and grade class work, assignments, projects, and assessments in accordance with school and network protocols. * Maintain accurate and daily attendance records. * Promptly return phone calls and answer emails within 24-48 weekday hours. * Attend school events to better understand student interest and personalities outside of the regular classroom. * Follow school and network policies and protocols. * Build positive and respectful relationships with staff, students, families, and community partners. * Other duties as assigned, within the framework of the collective bargaining agreement. Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I. * Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. * Support the creation of inclusive, identity-affirming spaces for students. * Implement professional practice and responsibilities, demonstrating cultural competence. * Implement D.E.I principles in interactions with members of the school community. Qualifying Education/Licensure: * Bachelor's Degree (Required) in content area or aligned content area (Preferred) * Master's Degree in content area or aligned content area (Preferred) * Illinois State Board of Education Professional Educators License (PEL) (9-12 Required), current, comparable out-of-state licensure, or Advanced Degree in content area * Endorsements in Art or Visual Arts (Strongly Preferred) * Endorsement in ESL (A Plus!) * Bilingual Spanish/English; Arabic/English; Urdu/English (Preferred) Other Qualifications: * Experience with planning and teaching high school (Required) * Experience in urban high school setting (Strongly Preferred) Knowledge and Experience: * Substantial knowledge of subject matter consistent with state certification requirements, academic content, contemporary principles and practices of teaching, assessment, and classroom and behavior management techniques. * Ability to modify instruction as necessary to meet student needs. * Ability to work effectively and professionally with students, parents and/or guardians, staff members, and community representatives. * Capacity to be flexible in approaches to instruction, assessment, and relationship building. * Fundamental understanding of human development principles as applied to children and adolescents. * Strong ability to apply contemporary principles and practices of teaching. * Solid oral and written communication skills. * Sound and professional judgment. * Strong technical skills - ability to work with Google Suite, Microsoft Office Suite, and presentation platforms and equipment. This position is a Full-Time position. Physical Job Requirements: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment. Compensation: Meridian Charter Schools provides a highly competitive salary and benefits package which includes health, dental, vision and life insurance as well as retirement planning and PTO. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service. Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Apply Today!

Job DescriptionDescription: Provide training to participants utilizing select program curriculum on the operational fundamentals of Solar PV Installation, including classroom, lab, and installation site activities. Provide coaching and mentoring to ensure program participants have the competence and confidence to present themselves as a qualified and committed candidates for entry level clean energy industry positions. Associates Degree in related field preferred. Requirements • NABCEP PV Associate Certification., • NCCER Trainer Certification., • OSHA 10/30 certification., • CPR/First Aid certification., • Minimum of 3 years of experience working solar installation or related construction work., • Experience in facilitating professional adult training (trainer, teacher, instructor, or educator)., • Demonstrated ability to effectively interact and have an interest in serving justice involved participant population., • Experience in recruiting, assessing, enrolling, career coaching and placing participants strongly preferred., • Skills in basic carpentry., • Physical ability to perform activities related to solar installation work, including but not limited to: standing for long periods (sometimes on a sloped surface), bending, stooping, squatting, kneeling, twisting, working above the shoulders, working with manual and electric hand tools, repetitive motions, lifting and carrying up to 50lbs, working in direct sunlight, working with trip hazards, and working at heights. Flexibility to work evening and weekends to meet program operations and needs., • Proficiency in MS Office Suite and data entry., • Bilingual English/Spanish preferred. Benefits • 401(k), • 401(k) matching, • Dental insurance, • Health insurance, • Paid time off, • Vision insurance, • Life insuranceRequirements:

Job DescriptionAbout Intrinsic Schools Intrinsic Schools is a public charter network committed to reimagining secondary education so that every student is prepared for postsecondary success and meaningful, world-changing endeavors. We believe deeply in the potential of our students and in the power of great teaching, strong relationships, and intentional use of technology to personalize learning. Our model prioritizes both academic excellence and the development of essential non-cognitive skills such as empathy, independence, perseverance, and intellectual curiosity. Intrinsic serves diverse student communities across two campuses: Belmont (grades 7–12) and Downtown (grades 9–12). Our student population is 90% students of color, 86% eligible for free or reduced lunch, and 19% students with disabilities. We view this diversity as a strength and seek educators who are committed to equity, inclusion, and high expectations for all learners. Our Educational Model Job Summary The primary focus of this role is to conduct comprehensive psychoeducational evaluations for students with disabilities or those suspected of having disabilities. This role is vital in supporting our Special Education team in identifying and addressing student needs in compliance with state and federal guidelines. Key Responsibilities: • Conduct psychoeducational evaluations and re-evaluations in accordance with IDEA and Illinois state guidelines, • Participate in eligibility and IEP meetings, providing professional insights and recommendations, • Collaborate with educators, interventionists, social workers, and other support staff to promote student success, • Interpret assessment data and communicate findings clearly and effectively to families and school teams, • Maintain accurate and timely documentation in alignment with school, district, and legal requirements, • Support multi-tiered systems of support (MTSS) and help monitor student progress, • Valid Illinois Professional Educator License (PEL) with a School Psychologist endorsement, • Experience conducting psychoeducational evaluations in a school setting, • Strong knowledge of special education law, assessment tools, and intervention strategies, • Excellent communication and interpersonal skills, • Ability to work independently and collaboratively in a hybrid environment, • Experience in urban or charter school environments, • Familiarity with SSM or other student data systems Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR XpQ3h8oJkw

Job Description Intrinsic Schools is a charter network whose mission is to create a revolutionary new school model that prepares all students for postsecondary success and world-changing endeavors. We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. At our Belmont campus, we serve students in grades 7-12. At our downtown campus, we serve students in grades 9-12. Our student demographics are 90% minority, 86% free and reduced lunch and 19% students with disabilities. If you have a passion for teaching in an urban setting and using technology in the classroom, apply to our unique school. Why Intrinsic We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. Our goal is to prepare all students for post-secondary success as demonstrated by high quality student work, growth on assessments and “noncognitive” factors such as empathy, student independence, perseverance, and intellectual curiosity. Our team has a unique mix of charter, private school and deep CPS experience that creates a broad range of perspectives that ultimately leads to stronger schools. Finally, we offer a chance to be a part of an elite national peer group. We collaborate with some of the most successful and innovative schools across the country as we refine our model. Our model will be shared across the city, the state and country! Culture at Intrinsic We believe that a strong student culture focused on learning and mutual respect between students and adults is foundational to a strong school. Teachers at Intrinsic consistently implement a school-wide behavior system designed to create such a culture. Our Academic Model Our academic model is unique and creates a very different and exciting place to work. We provide diverse types of learning experiences such as Socratic seminars, small group instruction, hands-on labs and collaborative student projects. Team teaching is core to our model. All math, ELA and Spanish teachers teach in teams where they plan together and work with students in larger spaces. Teachers in other subjects are expected to plan collaboratively and often co-teach to support our special education and ESL students. We use technology to personalize learning and to help students make deeper connections to content. As a result of this structure, teachers are able to better assess and meet individual student needs. Postsecondary Results: As we prepare our students for school and careers post-high school, our main strategies focus on exploring identity, considering different long-term options, and ‘practicing’ independent decision-making. We host regular in-person meetings with families, and through Seminar classes we focus on postsecondary planning. We link students to local professionals, and organize college and career visits and summer experiences. All Intrinsic seniors have a strong postsecondary plan – in place by May 1 of each year. Job Responsibilities: • The High School Math Teacher plans, prepares and delivers lesson plans and instructional materials that facilitate active learning., • The High School Math Teacher develops schemes of work, lesson plans and tests that are in accordance with established procedures., • Instructs and monitors students in the use of learning materials and equipment., • Uses relevant technology to support and differentiate instruction., • The High School Math Teacher Manages student behavior in the classroom by establishing and enforcing rules and procedures., • Maintains discipline in accordance with the rules and the Student Code of Conduct, • Provides appropriate and timely feedback on student work., • The High School Math Teacher encourages and monitors the progress of individual students and uses information/data to adjust teaching strategies and/or provide interventions, • Observes and evaluates as well as maintains accurate and complete records of students' progress and development., • Updates all necessary records accurately and completely as required by laws, district policies and school regulations., • Prepares required reports on students and activities., • Participates in pod, grade level, co-teaching, department, school, district and parent meetings., • Communicates necessary information regularly to students, colleagues and parents regarding student progress and student needs., • Establishes and communicates clear objectives for all learning activities., • Prepares classroom for class activities., • Provides a variety of learning materials and resources for use in educational activities; provides accommodations and modifications as required and/or needed, • Assigns and grades class work, homework, tests and assignments., • Demonstrates preparation and skill in working with students from diverse cultural, economic and ability backgrounds; employs culturally responsive teaching methods, • The High School Math Teacher Encourages parent and community involvement, obtains information for parents when requested, promptly returns phone calls and answers emails., • If also an advisor, leads an advisory that meets daily, executes advisory lessons, conducts 1:1 conferencing on a set cadence, and hosts SLCs 3 times per year., • Participate in appropriate professional activities., • Participates in extracurricular activities such as social activities, sporting activities, clubs and student organizations as directed., • B.A/B.S degree in teaching from an accredited institution or related field teaching, • Illinois State certification in teaching in the appropriate subject area or currently enrolled in teacher certification program, • Ability to establish and maintain cooperative and effective working relationships with others., • Ability to communicate effectively orally and in writing., • Must have proven ability to report to work on a regular and punctual basis. Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR oQA7xyrhW0

Job Description Science Teacher - IJLA COMPANY DESCRIPTION Instituto Justice and Leadership Academy (IJLA) is a small Options school that feels like home for the 150 Latinx youth we serve from Pilsen and the surrounding community. IJLA is a second chance high school designed to serve students between the ages of 16-21 who are seeking a more personalized and individualized program. We provide students with an interdisciplinary, project-based academic program while simultaneously providing strong social emotional supports. Our educational philosophy is rooted in social justice and focuses on rebuilding students’ perspective of learning in order to navigate life in a meaningful and purposeful way. We invigorate hope and restore students’ hearts and minds to reclaim their education, graduate, and transform into agents of change. POSITION DESCRIPTION The Science Teacher reports to the Principal and is responsible for teaching science to high school students. The teacher provides effective and culturally relevant instruction to grades 9-12 that meets both ACT and standards and Common Core standards in order to prepare students to graduate from IJLA with an effective grasp, while incorporating applications of science and scientific thinking to post-secondary experiences. The Science Teacher presents concepts with varying research-based teaching strategies to ensure student comprehension, while applying hands-on activities, and being actively aware of multiple intelligences in the student body when preparing differentiated curriculum and lessons. In addition, the teacher should demonstrate mastery of using research based and effective classroom management techniques. Ultimately, the teacher is responsible for developing science skilled students who are capable of mastering the subject to be fully prepared for the rigors of demanding college curriculum and success as future medical professionals. ESSENTIAL DUTIES AND RESPONSIBILITIES • Create lesson plans for all grades and courses being taught by the teacher., • Actively work with fellow department members to develop appropriate curriculum and lesson plans for 9th to 12th grade students., • Use all resources made available by leadership team and actively seek out new sources of material to share with other department members., • Continually follow best practices to create a safe and inviting classroom environment that fosters both academic and social-emotional learning for all students., • Work collaboratively with instructors to teach and engage with students of a variety of learning styles., • Complete IJLA weekly lesson plans in a timely manner and adjust as recommended by department head and/or administration., • Uses STAR and Khan Academy data to accurately track student progress on both large-scale standardized tests and course-specific tests and quizzes., • Design projects that are rubric based, rigorous, and applicable to health sciences., • Ensure that all students receive appropriate accommodations/modifications as stipulated in the Students with Disabilities Act., • Complete weekly lesson plans based on course scope and sequence in a timely manner and adjust as recommended by department head and/or administration., • Compile lesson plans and required classroom materials into the substitute folder, updating as needed., • Collaborate with the special education department to create opportunities for co-teaching and positive whole group learning experiences in the general learning classroom., • Guide pupils in developing skills for writing essays and compositions according to state standards., • Provide scheduled office hours on a regular basis., • Submit daily attendance into PowerSchool., • Input grades into PowerSchool on a timely basis., • Complete all special education paperwork in a timely fashion., • Comply with all regulatory paperwork requirements., • Includes a school-wide focus on the social/cultural domain of learning and student experience, with an emphasis on incorporating the No Non-Sense Nurturing framework and Health Sciences-related materials into the classroom on a regular basis., • Provide interdisciplinary support to the Math and English departments., • Willingness to sponsor and support student extracurricular clubs and activities., • Demonstrate knowledge of school’s vision, mission, and values., • Participate in parent-teacher conferences to discuss student progress., • Contact parents via e-mail, phone, or in conferences to discuss academics and behavior on a regular basis., • Follow all IJLA’s school-wide standards, policies and procedures., • Adhere to all IJLA’s electronic and web-based rules and restrictions., • Participate in conferences, workshops and professional development sessions to keep up to date with the best teaching practices., • Work collaboratively with other teachers to address the various learning styles of different students, • Utilize reflective practices to assess personal and professional growth, • Follow all guidelines found in the Instituto and IJLA’s employee handbooks, • Identifies and participates in conferences, workshops and Professional Development sessions to keep up to date with the best teaching practices and implementing best practices in the classroom., • Works collaboratively with instructors of core subjects to identify multiple learning strategies in order to successfully teach students with varying learning styles most effectively and in an engaging manner, • Work collaboratively with social workers, special education staff, and deans of students to ensure the behavioral and educational abilities of students are developed for success after high school., • Uses reflective practices to assess personal and professional growth in order to seek out opportunities to continually advance professional knowledge and skill, • Other duties as assigned. QUALIFICATIONS • Bachelor’s degree in science or in secondary education with a minor/concentration in chemistry, biology, physics or any applied science, • At least three years of successful high school science teaching (Preferred), • Knowledge of NGSS curriculum is a plus, • Professional educator’s license to teach high school science; Reading and/or ESL/Bilingual endorsement a plus, • Technologically literate including using Microsoft Office is required, • Experience teaching in a laboratory setting desired, • Ability to maintain a high sense of confidentiality, • Ability to work with a wide variety of people, • Ability to work equally well as a team member and as an individual with minimal supervision, • Exceptional organization and time management skills, • Excellent customer service, • Exceptional oral and written communication skills, • Ability to speak English and Spanish fluently preferred, • Strong telephone skills and ability to maintain composure under pressure, • Dependability and punctuality, • Strong project management skills, attention to detail, and ability to effectively manage multiple projects at one time, • Ability to adhere to deadlines and manage unpredictable events and changes effectively The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires the ability to collect and compile work documents, as well as exchange information. Approximately half of the time on the job will be spent standing. Lifting of objects weighing less than 30 pounds may be required. Due to the nature of the subject matter, the teacher may be exposed to various chemicals. WORKING CONDITIONS Majority of work performed in a general school environment. Position requires availability for extended hours plus non-traditional hours may be required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings. Open Until Filled BENEFITS • Medical, • Dental, • Vison, • Life Insurance, • Short Term Disability, • Long Term Disability, • 403b retirement saving plan, • Chicago Teachers Pension Fund (only with ISBE License) PAID TIME OFF • Sick, • Personal, • Spring Break, • Summer Break, • Winter Break Instituto Justice and Leadership Academy is an Equal Opportunity Employer

Job Description Metropolitan Family Services empowers families to learn, to earn, to heal, to thrive. Part mentor, part motivator, part advocate, since 1857, Metropolitan Family Services has been the engine of change that empowers families to reach their greatest potential and positively impact their communities. Metropolitan is Illinois’ first comprehensive human services agency and reaches more than 117,000 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs and DuPage County with services promoting education, economic stability, emotional wellness and empowerment. We are now hiring for a temporary program aide for 6 months with the possibility of a permanent role to join our Early Learning Team! SALARY: • The average starting hourly rate for this position will fall in the range of $16.60 and $17 an hour. Where candidates fall in this range will be based on skill and experience level. RESPONSIBILITIES: • Participates in a team approach to planning and implementing program activities. Collaborates with Family Support Workers, Teacher, Teacher Assistant, site partners, and site supervisor for the betterment of the classroom and families., • Participates in child care and classroom-related activities during parent meetings/workshops., • Assists in ongoing CLASS implementation, • Responsible for the implementation of the program’s Planned Language Approach, which is specifically designed to support dual language learners., • Provides food preparation, food service area maintenance, food delivery and food storage using approved sanitation methods. DuPage only, • Helps carry out daily program by assisting Lead Teacher and Teacher as needed., • Helps Lead Teacher and Teacher guide children in achieving individual goals and assess children’s individual strengths and needs., • Assists in activities of the children and ensures appropriate child guidance and discipline and proper ratios are maintained at all times., • Attends all mandated trainings. Set and achieve professional development goals. Share resources with other staff members as appropriate. All professional development to be tracked in Gateways., • Ensure in accurate completion CACFP documents in conjunction with the other teaching staff., • Establishes positive relationships with children, parents, volunteers, and other staff members, • Provides a supportive, caring and safe environment for children., • Use the playground as an extension of the classroom; assures that the playground is safe., • Provides active supervision to ensure the safety of children while in the classroom, during transitions, at time of transportation, and while on the playground. Ensures that no child shall be left alone or unsupervised., • Ensures the usage of agency technology equipment and time are utilized for agency business., • Ensures compliance with the agency’s code of conduct., • Ensures agency’s fiscal integrity by adhering to purchase approval requirements and procedures., • Assists in the development of the agency’s annual program self-assessment., • Ensures all content area data is accurately reflected in the agency’s Program Information Report within set time frames., • Participate in program recruitment efforts to maintain full enrollment, • Meets all timelines and reporting requirements., • High School graduate or equivalent., • Ability to effectively work with diverse individuals and groups., • Sensitivity to and respect for the needs of children and families, including those with disabilities., • Ability to carry out some physical activities such as lifting and carrying., • Working knowledge of computers. While performing the essential duties of this job, the employee is required to sit and stand for sustained periods of time, frequently talk, hear, use hands and fingers to feel, handle and operate objects or controls, and occasionally stand, bend, stretch, stoop, kneel and crouch. The employee is required to have close visual acuity to perform an activity such as preparing and analyzing data and figures, transcribing and viewing a computer terminal. The employee may occasionally lift and/or move up to 50 pounds Metropolitan Family Services puts our people first with a top-of-the-line benefits package. Find out more by clicking here! Some highlights include: • Medical Coverage, Guardian Dental Coverage, and VSP Vision Coverage., • Metropolitan Family Services contributions of $2,000 to individual, and $4,000 to family, HSA accounts, pro-rated to your benefits start date., • FREE General Medicine and Behavioral Health Teladoc services provided to all team members. ABOUT US: Metropolitan Family Services empowers families to learn, to earn, to heal, to thrive. Part mentor, part motivator, part advocate, since 1857, Metropolitan family Services has been the engine of change that empowers families to reach their greatest potential and positively impact their communities. Metropolitan is Illinois' first comprehensive human services agency and reaches more than 117,000 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs and DuPage County with services promoting education, economic stability, emotional wellness and empowerment.

Job Description This is a temporary position for the 25/26 school year. Intrinsic Schools is a charter network whose mission is to create a revolutionary new school model that prepares all students for postsecondary success and world-changing endeavors. We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. At our Belmont campus, we serve students in grades 7-12. At our downtown campus, we serve students in grades 9-12. Our student demographics are 90% minority, 86% free and reduced lunch and 19% students with disabilities. If you have a passion for teaching in an urban setting and using technology in the classroom, apply to our unique school. Why Intrinsic We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. Our goal is to prepare all students for post-secondary success as demonstrated by high quality student work, growth on assessments and “noncognitive” factors such as empathy, student independence, perseverance, and intellectual curiosity. Our team has a unique mix of charter, private school and deep CPS experience that creates a broad range of perspectives that ultimately leads to stronger schools. Finally, we offer a chance to be a part of an elite national peer group. We collaborate with some of the most successful and innovative schools across the country as we refine our model. Our model will be shared across the city, the state and country! Culture at Intrinsic We believe that a strong student culture focused on learning and mutual respect between students and adults is foundational to a strong school. Teachers at Intrinsic consistently implement a school-wide behavior system designed to create such a culture. Our Academic Model Our academic model is unique and creates a very different and exciting place to work. We provide diverse types of learning experiences such as Socratic seminars, small group instruction, hands-on labs and collaborative student projects. Team teaching is core to our model. All math, ELA and Spanish teachers teach in teams where they plan together and work with students in larger spaces. Teachers in other subjects are expected to plan collaboratively and often co-teach to support our special education and ESL students. We use technology to personalize learning and to help students make deeper connections to content. As a result of this structure, teachers are able to better assess and meet individual student needs. The Role of the Classroom Learning Assistant A Classroom Learning Assistant serves as an advocate for the needs of the diverse learning population. The learning assistant supports a classroom and works alongside a teacher to ensure that both the social-emotional and academic needs of each student are being met. Classroom learning assistants will receive support and coaching similar to teachers and will have the opportunity to be considered for support and tuition reimbursement to become full-time special education teachers. This person will: • Assist teacher in implementing lesson plans in a classroom by providing positive learning experiences, including large or small group instruction and one-on-one support, • Prepare materials and resources for use in the classroom that support students’ learning goals, • Bachelor's Degree required, • Spanish fluency preferred, • Experience working with high school and middle school students, • Comfort with all levels of math, • $42,000- $50,000/ year based on experience, • Health insurance through Blue Cross Blue Shield, • Dental, vision, short and long term disability, • 401K/pension with employer match Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR 2ekV5jqSat

Job DescriptionDescription: Why Join Concordia Place? Do you want to positively impact children's growth? Interested in teaching a fun and purposeful play-based curriculum? What about working with qualified teachers in beautiful indoor and outdoor play areas? If the answer is a resounding yes, then Concordia Place is right for you! Founded in 1981, Concordia Place is a vibrant mission driven organization providing multigenerational programs including early learning, after-school, and teen leadership for Chicago communities. Our centers are located in the Avondale, Ravenswood, North Center and Old Irving Park neighborhoods, with plans to expand into Albany Park. While we are diverse, we are united by our mission to create involved communities where all our neighbors can gather, learn, and grow. Concordia believes everyone deserves opportunity, and that it is best served when it is broadly inclusive. Our Guiding Principles • Faith in Action, • A Place of Yes, • A Place for All, • A Place of One This is a full-time Summer Camp Lead Teacher position for our summer camp program with school-age classrooms (5-12 years old). If hired before the beginning of our camp (June 8th), you will begin as a substitute teacher and once camp starts transition into your role as Lead Teacher. Dates Summer camp runs from June 8-August 21. Shift Times We are hiring for one position. This is a full-time position. Full-time hours mean consistently working 5 days a week, Monday through Friday. Shift times to be determined by site directors. To be discussed in interviews. Location This position is located at Concordia on Whipple – 3300 N. Whipple St, Chicago, IL 60618. Requirements: Qualifications • Required: High school diploma or GED, • Required: 60 college credit hours with 6 related to elementary education, physical education, child development, recreation or camping, and one year of experience working with school-age children (5-12 years old), • Preferred: Fluently bilingual in English and Spanish, • Demonstrated success in working as a member of a team, • Effective and strong oral and written communication skills, • Proficient supervision skills, • Supervise and maintain safety of the children at all times, • Work with classroom staff to plan and implement program activities based on developmentally appropriate curriculum, • Organize and lead activities designed to promote whole-child development, • Adapt teaching methods and instructional materials to meet children’s varying needs and interests, • Observe each child daily to assess skills, interests, and needs to use this information to facilitate learning, • Provide a variety of materials and resources for children, • Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children, • Develop positive relationships with each child and their family, share information about the child’s day, • Attend professional meetings, including staff meetings and in-service days provided by Concordia Place, educational conferences, and teacher training workshops in order to maintain and improve professional competence, • Help maintain facility in a safe and satisfactory condition, • Respect the confidentiality of records and information regarding students, parents, and teachers, • Other duties assigned by Assistant Director or Site Director Salary, Perks and Benefits • Vacation Days, • Sick Days, • Employer Paid Employee Assistance Program, • Employee Referral program, • Childcare tuition discount for employees, • Quarterly in-service days and professional development resources for teaching staff

Job Description This is a temporary position for the 25/26 school year. Intrinsic Schools is a charter network whose mission is to create a revolutionary new school model that prepares all students for postsecondary success and world-changing endeavors. We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. At our Belmont campus, we serve students in grades 7-12. At our downtown campus, we serve students in grades 9-12. Our student demographics are 90% minority, 86% free and reduced lunch and 19% students with disabilities. If you have a passion for teaching in an urban setting and using technology in the classroom, apply to our unique school. Why Intrinsic We offer a chance to make a unique impact in urban education by creating an academic model that leverages great teaching and the precision of technology to personalize education for each student. Our goal is to prepare all students for post-secondary success as demonstrated by high quality student work, growth on assessments and “noncognitive” factors such as empathy, student independence, perseverance, and intellectual curiosity. Our team has a unique mix of charter, private school and deep CPS experience that creates a broad range of perspectives that ultimately leads to stronger schools. Finally, we offer a chance to be a part of an elite national peer group. We collaborate with some of the most successful and innovative schools across the country as we refine our model. Our model will be shared across the city, the state and country! Culture at Intrinsic We believe that a strong student culture focused on learning and mutual respect between students and adults is foundational to a strong school. Teachers at Intrinsic consistently implement a school-wide behavior system designed to create such a culture. Our Academic Model Our academic model is unique and creates a very different and exciting place to work. We provide diverse types of learning experiences such as Socratic seminars, small group instruction, hands-on labs and collaborative student projects. Team teaching is core to our model. All math, ELA and Spanish teachers teach in teams where they plan together and work with students in larger spaces. Teachers in other subjects are expected to plan collaboratively and often co-teach to support our special education and ESL students. We use technology to personalize learning and to help students make deeper connections to content. As a result of this structure, teachers are able to better assess and meet individual student needs. The Role of the Classroom Learning Assistant A Classroom Learning Assistant serves as an advocate for the needs of the diverse learning population. The learning assistant supports a classroom and works alongside a teacher to ensure that both the social-emotional and academic needs of each student are being met. Classroom learning assistants will receive support and coaching similar to teachers and will have the opportunity to be considered for support and tuition reimbursement to become full-time special education teachers. This person will: • Assist teacher in implementing lesson plans in a classroom by providing positive learning experiences, including large or small group instruction and one-on-one support, • Prepare materials and resources for use in the classroom that support students’ learning goals, • Bachelor's Degree required, • Spanish fluency preferred, • Experience working with high school and middle school students, • $42,000- $50,000/ year based on experience, • Health insurance through Blue Cross Blue Shield, • Dental, vision, short and long term disability, • 401K/pension with employer match Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR KUv4yITKpb

Job DescriptionDescription: Why Join Concordia Place? Do you want to positively impact children's growth? Interested in teaching a fun and purposeful play-based curriculum? What about working with qualified teachers in beautiful indoor and outdoor play areas? If the answer is a resounding yes, then Concordia Place is right for you! Founded in 1981, Concordia Place is a vibrant mission driven organization providing multigenerational programs including early learning, after-school, and teen leadership for Chicago communities. Our centers are located in the Avondale, Ravenswood, North Center and Old Irving Park neighborhoods, with plans to expand into Albany Park. While we are diverse, we are united by our mission to create involved communities where all our neighbors can gather, learn, and grow. Concordia believes everyone deserves opportunity, and that it is best served when it is broadly inclusive. Our Guiding Principles • Faith in Action, • A Place of Yes, • A Place for All, • A Place of One This is a full-time Summer Camp Assistant Teacher position for our summer camp program with school-age classrooms (5-12 years old). If hired before the beginning of our camp (June 8th), you will begin as a substitute teacher and once camp starts transition into your role as Assistant Teacher. Shift Times We are hiring for multiple shifts. This is a full-time position. Full-time hours mean consistently working 5 days a week, Monday through Friday. Shift times to be determined by site directors. To be discussed in interviews. Location This position is located at Concordia on Seeley - 3855 N. Seeley Ave, Chicago, IL 60618. Requirements: Qualifications • Required: Must be 19 years of age or older, • Required: High school diploma or GED and at least 1 ½ years of full-time work experience with school-age children (5-12 years old) in a licensed school, day care or summer camp, • Preferred: Fluently bilingual in English and Spanish, • Demonstrated success in working as a member of a team, • Effective and strong oral and written communication skills, • Proficient supervision skills, • Supervise and maintain safety of the children at all times, • Work with classroom staff to plan and implement program activities based on developmentally appropriate curriculum, • Organize and lead activities designed to promote whole-child development, • Adapt teaching methods and instructional materials to meet children’s varying needs and interests, • Observe each child daily to assess skills, interests, and needs to use this information to facilitate learning, • Provide a variety of materials and resources for children, • Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children, • Develop positive relationships with each child and their family, share information about the child’s day, • Attend professional meetings, including staff meetings and in-service days provided by Concordia Place, educational conferences, and teacher training workshops in order to maintain and improve professional competence, • Help maintain facility in a safe and satisfactory condition, • Respect the confidentiality of records and information regarding students, parents, and teachers, • Vacation Days, • Sick Days, • Employer Paid Employee Assistance Program, • Employee Referral program, • Childcare tuition discount for employees, • Quarterly in-service days and professional development resources for teaching staff

Job Description JOB TITLE: Assistant Teacher STATUS: Full Time FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DIVISION: Marillac Social Center DEPARTMENT: Birth to Three DIRECTLY SUPERVISES: None Mission As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally. Plan and implement a child development program designed for emotional, social, educational and physical development of the very young child, within the framework of the agency’s philosophy and objectives, under the direction of the Child Development Supervisor and Director. Duties & Responsibilities • Create a secure environment that invites learning through exploration and discovery, • Plan and prepare weekly and long-term lessons/project while conducting an appropriate daily program. Submit weekly lesson plans to Supervisor. Post weekly lesson plans on parent board., • Consult frequently with co-worker(s) to plan and prepare lessons & activities. Communicate collaboratively with co-worker(s) throughout the day to ensure smooth operations., • Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners., • Plan and implement creative activities which help children develop large muscle development., • Spend individual time with each child each day., • Talk with children in ways that show respect and caring. Talk with children to build optimum self-esteem., • Establish consistent rules and behavioral expectations and convey them clearly and consistently. Help children to resolve conflicts by using a problem-solving approach. Ask children open-ended questions and make suggestions to promote problem solving., • Attend regularly to children's physical needs such as nose wiping, hand and face washing, diapering, and toilet training, toilet accidents. Staff practices regular and proper hand washing techniques. Practices proper use of rubber gloves. These procedures should be handled in a relaxed manner. Quickly comfort infants in distress. Give one-on-one attention to infants during feeding & diapering, allowing time for infant responses. Reassure crying toddlers., • Demonstrate knowledge of the stages of children's development in all areas. Observe, record and report significant individual's or group behavior in the form of anecdotal records, observational reports and requests for Family Support Specialist; share information appropriately. Recognize and allow for individual differences in development and Integrate concepts and themes that reflect the community and interests of the children. Use assessment information to plan activities that promote each child's growth and development., • Keep inventory of materials and equipment and recommends to supervisor when replacements are needed. Notify supervisor in writing of any needed repairs or maintenance in the playroom or playground to insure the safety of the children. Maintain and cares for equipment in an orderly physical environment. Example: Washing toys that are put in mouth, as needed throughout the day. Washing and cleaning of shelves and equipment. Responsibly select toys, and supplies that are developmentally appropriate for the child., • Regularly keep parents informed of their child's growth and development in a respectful, professional manner and encourages parents to participate in the program. Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent-teacher conferences twice a year., • At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year., • Act with integrity and aspire to model our Core Values in the delivery of all services. Job Requirements Experience/Education All positions: Associates Degree or Bachelor in Early Childhood/Child Development from an accredited college or university is desired. Member of Gateways. Teacher: Associate or Bachelor degree in Early Childhood Education or Child Development, Minimum 1 to 3 years of experience in group child care Teacher Assistant: Minimum 1 to 3 years of experience in group child care and Minimum 30 semester hours (or 60 quarter hours) of credits from an accredited college or university with 15 semester hours (30 quarter hours) in Early Childhood Education or Child Development. Candidates must commit to continuing to pursue the Associate degree in ECE. Qualifications Qualified candidates possess emotional maturity, respectfulness, nurturance and patience for children. Furthermore, they must demonstrate the ability to model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional and developmental needs. Additionally, the ability to lift thirty pounds and to accompany young children on program related outings is required. Language Ability to read and speak English proficiently. Bilingual (Spanish) is preferred. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items., • Must be able to manually operate and use a computer and other office equipment., • Possess the ability to fulfill any and all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities., • Ability to clearly hear and understand telephone conversations., • The employee must occasionally lift and/or move up to 25-30 pounds., • At times, may require more than 40 hours per week to perform the essential duties of the position., • Fine hand manipulation (keyboarding)., • This is not a sedentary position but requires constant movement in keeping the planned group activities. 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. • Student Classroom, • Playground outside, • The noise level in the work environment is usually moderate to loud

Job DescriptionDescription: REPORTS TO: Centro Infantil Director PROGRAM/DEPARTMENT: Centro Infantil Consuelo Lee Corretjer Summary of Position: Responsible for the education and general development of the community children enrolled in the agency’s Early Head Start-CCP Centro Infantil Program, implementing the curriculum per Early Head Start-CCP standards, educational plan, and the agency philosophy with Teacher. 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. Requirements: ESSENTIAL DUTIES AND RESPONSIBILITIES: • Assist the Teacher in providing a learning environment for children that will help to promote learning through all developmental areas: physical, social-emotional, and intellectual., • With Teacher implement weekly lessons focusing on literacy, math, and science to provide a “child-centered environment” which includes individualized activities, small and large group activities., • Support Teachers with home visits, parent interviews, and conferences., • Write weekly child observations., • Complete required classroom paperwork as need it, including lesson plans, child observations, home visits, and parent/teacher conference reports., • Maintain a high level of professionalism at all the time during working hours, and with DFSS and Early Head Start-CCP partners when representing the program., • Acquires all necessary signatures of parents and/or guardians for events/activities requiring their permission., • Assist the Teacher to complete and implement an assessment for each child and identify and refer children with special needs to the social service worker., • With Teacher plan and implement appropriate activities following the Creative Curriculum and the Center Philosophy. Adapting the curriculum and directing instruction to meet individual needs., • Attend and participate in all Field Trips, Parents meetings, Evaluations, Training, Fundraisers, Program Recruitment Events, and Conferences., • Support the Teacher to create and maintain a classroom environment that is well organized clean and attractive and arrange the classroom to meet the needs of each child. Plan and assist in all remodeling and cleaning of the Day Care Center., • Respond to the child’s needs in a loving and caring environment., • Attends The PRCC program-specific and organizational activities and meetings, including but not limited to the monthly organization-wide General Assembly. Participate in PRCC annual events in the community Including but not limited to, Puerto Rican Peoples Parade, The Tree Kings Day, Fiesta Boricua, and Haunted Paseo Boricua. The Puerto Rican Cultural Center (PRCC) is an equal-opportunity employer committed to creating a welcoming workplace that celebrates inclusion and diversity. The PRCC provides equal employment opportunity to all applicants and does not discriminate in recruiting, hiring, or promotion based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other basis or characteristic protected by federal, state, or local law. In addition, The PRCC is committed to providing reasonable accommodations for qualified individuals with disabilities. WORKING CONDITIONS: OSHA Category 1 – Involves regular exposure to blood, body fluids, or tissues, and tasks that involve exposure to blood, body fluids, or tissues are not a condition of employment. • Change Diapers, • Exposed to loud noises., • Frequently exposed to outdoor weather conditions., • Requires regular talking, hearing, standing, walking, kneeling, crouching, crawling, climbing, or balancing, and representative wrist, hand, and/or finger movement., • Occasionally required to lift weighing up to 50 pounds. Benefits: Health, Vision, Dental, PTO Skills: • Knowledge of Teaching Strategies Gold System and Creative Curriculum, • Ability to present information about the agency on the agency’s behalf., • Ability to apply common sense, analyze data and interpret results yielding varying outcomes. Education: Associate degree ECE/Child Development or an Infant and Toddlers CDA Credential Experience: A minimum of one year of job-related prior experience. IL. Gateways to Opportunity: Infant and Toddler Credential Membership: Illinois Gateways to Opportunity Special Training: 20 in-service hours per year Demonstrated Competencies: Bilingual Spanish / English preferred

Job Description JOB TITLE: Assistant Teacher Prek STATUS: Full Time FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DIVISION: Marillac Social Center DEPARTMENT: Birth to Three DIRECTLY SUPERVISES: None Mission As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally. Plan and implement a child development program designed for emotional, social, educational and physical development of the very young child, within the framework of the agency’s philosophy and objectives, under the direction of the Child Development Supervisor and Director. Duties & Responsibilities • Create a secure environment that invites learning through exploration and discovery, • Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners., • Talk with children in ways that show respect, caring and build optimum self-esteem., • Work collaboratively to assist children in resolving conflicts by using a problem-solving approach. Ask children open-ended questions and make suggestions to promote problem solving., • Attend regularly to children's physical needs such as nose wiping, hand and face washing ,toilet training and toilet accidents., • Staff practices regular and proper hand washing techniques. Practices proper use of rubber gloves. These procedures should be handled in a relaxed manner., • Quickly comfort children in distress infants in distress., • Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent-teacher conferences twice a year., • At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year., • Act with integrity and aspire to model our Core Values in the delivery of all services. Administration • Work Collaboratively with team to ensure that they develop and maintain confidential education information for each child., • Facilitate and document weekly team meetings, • Ensure all required program documentation is completed accurately and submitted in a timely manner, • Monitor and ensure that daily attendance and meal participation reports are completed., • Ensure all confidential information is protected., • Work collaboratively with Supervisor and Director to assess strengths, challenges and develop goals annually., • Input classroom data into appropriate information systems. Child Development • Observe, assess, and document each child’s health, skills, behavior, growth, and development., • Provide opportunities for the children to develop positive self-images and experience success., • Work collaboratively with Lead Teacher to ensure the development of individualized education for each child is documented., • Work collaboratively with the Lead Teacher to ensure the development and implementation of individualized educational activities is incorporated into lessons plan for each child. Curriculum • Demonstrate knowledge and understanding of Early Childhood Education., • Demonstrate knowledge of child development, • Work collaboratively with Lead teacher and teaching team to Plan and prepare weekly and long-term lessons/ study projects., • Work collaboratively with Lead Teacher to plan and implement developmentally appropriate classroom activities which will promote the social, emotional, physical, and cognitive development of each child., • Work collaboratively with Lead teacher to develop lesson plans with goals, objectives activities, and outcomes for children that integrate health, nutrition, mental health, disabilities, and parent involvement into the plans. Classroom Environment • Work collaboratively with the team to establish and maintain a classroom environment which includes positive guidance techniques that meets state and local licensing regulations, NAEYC performance standards and Marillac St. Vincent’s philosophy and curriculum., • Establish and create a secure environment that invites learning through exploration and discovery., • Ensure that all children are always under appropriate supervision., • Develop and maintain an attractive, clean, safe, and engaging environment that encourages children’s independence and self-selection of activities., • Work collaboratively with team to ensure they care for equipment and materials., • Notify supervisor and appropriate parties of any needed repairs or maintenance in classroom, playground, gym, and large motor room., • Work collaboratively with the team to ensure that daily, weekly, and monthly health and safety policies and procedures are implemented and documented Parent Involvement • In coordination with teaching team and Family Support:, • Schedule and participate in at least two Parent Teacher conferences for each child., • Encourage and provide opportunities for parent participation in the program., • Provide examples and ideas for educational activities for parent/child participation at home., • Attend all required meetings and trainings, including mentoring and coaching trainings., • Performs other duties as assigned within the scope of the job description., • In collaboration of team, track the utilization of materials, recommends supplies, equipment and supplies needed for program., • Provide classroom coverage as needed to ensure teacher, child ratios. Job Requirements Experience/Education All positions: Associates Degree or Bachelor in Early Childhood/Child Development from an accredited college or university is desired. Member of Gateways. Teacher Assistant: Associate Degree or Minimum 1 to 3 years of experience in group childcare and Minimum 30 semester hours (or 60 quarter hours) of credits from an accredited college or university with 15 semester hours (30 quarter hours) in Early Childhood Education or Child Development and Gateway ECE Level 1. Candidates must commit to continuing to pursue the Associate degree in ECE. Qualifications Qualified candidates possess emotional maturity, respectfulness, nurturance, and patience for children. Furthermore, they must demonstrate the ability to model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional, and developmental needs. Additionally, the ability to lift thirty pounds and to accompany young children on program related outings is required. Language Ability to read and speak English proficiently. Bilingual (Spanish) is preferred. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items., • Must be able to manually operate and use a computer and other office equipment., • Possess the ability to fulfill all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities.

Job DescriptionDescription: Building Trades Instructor will oversee the Introduction to Basic Construction Skills bridge training. The ideal candidate will possess extensive hands-on experience in the construction industry and demonstrate the capability to instruct participants in essential communication and employability skills. This position is integral to equipping participants with the foundational competencies necessary to embark on a career in construction and bridge to Clean Energy Industry training. The training curriculum will incorporate the NCCER CORE Curriculum to ensure alignment with industry standards and best practices. Requirements: • Certified NCCER Instructor in CORE Basic Construction Skills., • Certified in First Aid / CPR., • Certified in OSHA-10., • Associates Degree in relevant field preferred., • 3 to 5 years of professional adult training experience in basic construction (trainer, teacher, instructor, or educator)., • Demonstrated ability to effectively interact with a diverse participant population., • Bilingual English/Spanish preferred., • Flexibility to work evening and weekends to meet program operations and needs., • 401(k), • 401(k) matching, • Dental insurance, • Health insurance, • Paid time off, • Vision insurance, • Life insurance

Job DescriptionPosition Summary: Casa Central’s Early Learning Academy provides high quality, comprehensive early childhood education services for young children, ages birth to five, and their families. The Early Head Start Teacher provides effective instructional strategies, classroom management, learning, assessment, evaluation and related research for children 2-year-old children. The Early Head Start Teacher is responsible for providing developmentally appropriate learning experiences, supervision of children assigned in the classroom, and providing a supportive and positive classroom climate, while ensuring the individual needs of the children are met as mandated by Early/Head Start, COA, federal, state and local standards. The Early Head Start Teacher works in collaboration with parents/families and other professionals to ensure that children are ready for success in kindergarten and beyond. Essential Duties and Responsibilities Include the following, other duties as assigned: Lesson Planning With the classroom teaching team, facilitate the creation and implementation of group lesson plans. Utilize data from child outcomes, screenings, and IFSPs/IEPs to guide lesson planning for individual children and for the group. Child Screening & Observation Ensure that all children within the classroom have sufficient, high quality observations, maintain up-to-date documentation in databases (Teaching Strategies GOLD), child education files and child portfolios. Implement screenings and assessments and reporting of outcomes for children. Communicate with parents/families and report child progress through scheduled parent-teacher conferences and home visits. Support agency’s School Readiness goals and track progress towards goals. Participant Service Delivery Serve as co-leader for the classroom team and provide guidance to children, families, teaching team, volunteers, and other visitors. Individualize for all children, including children with diagnosed disabilities. Ensure the implementation of developmentally appropriate practice within the classroom, including utilizing materials and studies from the Creative Curriculum. Facilitate the creation of an inclusive environment where children can learn in collaboration with the teaching team. Support social emotional development through the use of positive classroom management approaches, including Conscious Discipline approaches. Maintain care of classroom equipment and supplies, control inventory, and report all repairs needed. Promote an atmosphere of teamwork where staff, parents and children interact positively with each other. Initiate referrals for children who might benefit from further evaluation. Participate in the referral process by documenting observations and interventions attempted in the classroom. Participate in Individual Education Program (IEP) and Individualized Family Service Plan (IFSP) meetings and evaluations. Work closely with consultants and other Casa Central personnel. Administrative Tasks Ensure reports are submitted in a timely manner, including but not limited to timesheets, classroom attendance records, records of home visits and parent conferences, lesson plans, etc. Performance & Quality Management Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners. Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy. Cultivate a professional and respectful work environment. Be actively involved with, and knowledgeable about, the agency’s Performance Quality Improvement (PQI) structure and process. Program-Specific Activities Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by Start Early, as well as with relevant federal, state, city, and accrediting/licensing body regulations and requirements. Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children at all times. Act in accordance with the program’s Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children’s first and most important teachers, and maintaining strict child, family and staff confidentiality at all times. Participate in all required and recommended meetings. Participate in all required and recommended trainings, including Teaching Strategies GOLD, Creative Curriculum, and CLASS trainings. Participate in Coaching to Fidelity and individual job-embedded professional development through coaching with the Education Coordinator . Complete an ongoing professional development plan. Community Outreach Actively and enthusiastically support recruitment efforts to ensure that the program is fully enrolled year-round. General Requirements: Sensitivity to cultural diversity is required. Will be subject to pre-employment screening that includes a medical, lift and drug and alcohol screening, as well as aptitude and skills’ testing, where applicable. Education/Experience: Infant/Toddler CDA or minimum of AA in ECE with infant/toddler coursework required. Teacher 1: Infant/Toddler CDA; an A.A. degree with Gateways Level 3 Infant/Toddler Credential will be required by 08/2024 Teacher 2: A.A. degree with Gateways Level 3 Infant/Toddler Credential. Teacher 3: A.A. degree with Gateways Level 4 Infant/Toddler Credential. Teacher 4: B.A. degree (or higher) with Gateways Level 4 Infant/Toddler Credential. Teacher 5: B.A. degree (or higher) with Gateways Level 5 Infant/Toddler Credential. Language Skills: Bilingual Spanish preferred. Computer Literacy & Knowledge Skills Abilities: Must be computer literate and be able to use Microsoft applications; experienced with web- based and other automated management information systems. Mathematical Skills Basic mathematical skills are required. Operating Environment and Working Relationships: Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability to establish relationships with families from diverse backgrounds. Knowledge of Head Start Program Performance Standards preferred. Decision Making Authority: Exercises discretion, independent judgment in executing tasks. People Management Ability to utilize reflective practices and leadership in order to guide and support staff in the classroom. Remote Work/Technology (WIFI)/Mobile Phone Usage: Not eligible for remote work. A personal mobile phone is not required and therefore not eligible for mobile phone reimbursement. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee frequently is required to use hands. Must be able to lift and carry up to 25lbs. 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. The noise level in the work environment is usually moderate. Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. The content of this job description is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.