direct instruction teacher

IDEA Public Schools

<div>Description 
 
Role Mission: IDEA Co-Teachers learn instructional strategies and develop their teaching skills in order to provide highly effective instruction to IDEA students. IDEA Co-Teachers implement Direct Instruction Curriculum (DI) and are responsible for student instruction under the guidance of an IDEA teacher and assistant principal of instruction. DI co-teachers use clear instruction and always teach to mastery. This means that teachers do not move on in the lesson until students have grasped the content they need to know. Groups are organized by level, so that every student can learn at their own pace. 
 
This position is grant-funded with Title I Part A funds. This is a grant-funded position and funding may be extended. A grant-funded position has no guarantee of ongoing and indefinite employment. All duties and responsibilities tied to this position are allowable and allocable to the grant. The employee will work solely (100%) on allowable activities outlined in the grant program.
 
 
What We Offer 
 
Compensation:<ul><li>
Compensation for this role is set at an hourly rate ranging between $16.61 for 0 years of experience and $23.98</li><li>
Hourly co-teachers earnings are paid out over a 12-month period</li></ul> 
 
Other Benefits: 
We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Some of the special benefits we offer at IDEA include: 
<ul><li>
Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on their tenure with the organization and caregiver designation.</li><li>
Tuition Reimbursement: Staff members may apply for up to 50% of tuition paid toward a qualifying degree program, up to $5,250 maximum per year subject to manager discretion and budget availability.</li><li>
Employer-Paid Mental/Behavioral Health: 5 face-to-face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work-life services available at no cost.</li></ul> 
 
Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, referral bonuses, professional development, and a 403(b) plan. IDEA may offer a relocation allowance to defray the cost of moving for this role, if applicable. 
 
What You Bring - Competencies 
 
Qualifications:<ul><li>
Education: At least 48 college hours required or bachelor&rsquo;s degree from an accredited four-year educational institution required</li><li>
Experience: 1+ year(s) of experience working with children in a classroom or volunteer setting</li></ul> 
Knowledge and Skills:<ul><li>
Ability and motivation to master the Direct Instruction Curriculum</li><li>
Ability to instruct students and manage student behavior</li><li>
Strong organizational, communication, and interpersonal skills</li><li>
Ability to adjust and adapt to a multitude of situations in the school environment</li></ul> 
What You&rsquo;ll Do - Accountabilities 
 
Responsibilities:<ul><li>
Assist in the educational development of students under the direction and guidance of the classroom teachers</li><li>
Assist classroom teachers with maintaining student records.</li><li>
Successfully implement the Direct Instruction (DI) Curriculum</li><li>
Participate in lesson practice and delivery of our Direct Instruction (DI) Curriculum</li><li>
Communicate students&rsquo; progress with student and family on a weekly basis</li><li>
Implement a clear and consistent behavior management system that aligns to campus- wide initiatives while developing students&rsquo; character and sense of community in the classroom</li><li>
Help shape and develop a school wide culture that fosters a productive and enthusiastic learning environment for each student</li><li>
Establish and maintain a cooperative working relationship with students and families based on trust, understanding and respect for the communities in which they identify.</li><li>
Host necessary tutoring sessions to meet all students&rsquo; needs</li><li>
Participate in weekly manager check-ins, grade-level meetings, before and after-school duties, and school wide meetings and functions</li><li>
Engage in summer and year-long district, school and personal learning and development</li><li>
Minimum of 40+ hours spent at school per week</li><li>
Additional responsibilities may include: after-school tutoring or Saturday school and are based on the needs of our scholars</li></ul> 
 
We look for Team and Family who embody the following values and characteristics:<ul><li>
Believes and is committed to our mission and being an agent of change: that all students are capable of getting to and through college
</li><li>Has demonstrated effective outcomes and results, and wants to be held accountable for them</li><li>
Has a propensity for action, willing to make mistakes by doing in order to learn and improve quickly</li><li>
Works with urgency and purpose to drive student outcomes</li><li>
Thrives in an entrepreneurial, high-growth environment; is comfortable with ambiguity and change</li><li>
Seeks and responds well to feedback, which is shared often and freely across all levels of the organization</li><li>
Works through silos and forges strong cross-departmental relationships in order to achieve outcomes</li><li>
We believe in education as a profession and hold ourselves to high level of conduct, professionalism and behaviors as models for our colleagues and students</li></ul> 
 
About IDEA Public Schools 
 
At IDEA Public Schools, we believe each and every child can go to college. Since 2000, IDEA Public Schools has grown from a small school with 150 students to the fastest-growing network of tuition-free, Pre-K-12 public charter schools in the United States.
 
 
IDEA Public Schools boasts national rankings on The Washington Post and U.S. News &amp; World Report&rsquo;s top high schools lists. IDEA serves nearly 80,000 college-bound students in 137 schools across Texas, Florida, Ohio, and is on-track to maintain its legacy of sending 100% of its graduates to college.
 
 
When you choose to work at IDEA, you are part of our IDEA Team and Family. You will work alongside team members who set and reach ambitious goals every day, are excited to continue to grow with IDEA, and work relentlessly to make college for all a reality. 
 
Staff Experience 
 
At IDEA, the Staff Experience Team uses our Core Values to promote human connection and a culture of integrity, respect, and belonging for all Team and Family members. Learn more about our Commitment to Core Values here! 
 
To Apply 
Please submit your application online through Jobvite. It&rsquo;s in your best interest to apply as soon as possible. 
 
This position is grant funded with Title I Part A and will require a time and effort report. The employee and the employee supervisor must sign this job description acknowledging that this position is grant funded.</div>

2nd Grade Co-Teacher - IDEA Montopolis Academy (26-27)

<div>Description 
 
 
Role Mission: IDEA Co-Teachers learn instructional strategies and develop their teaching skills in order to provide highly effective instruction to IDEA students. IDEA Co-Teachers implement Direct Instruction Curriculum (DI) and are responsible for student instruction under the guidance of an IDEA teacher and assistant principal of instruction. DI co-teachers use clear instruction and always teach to mastery. This means that teachers do not move on in the lesson until students have grasped the content they need to know. Groups are organized by level, so that every student can learn at their own pace.
This position is grant-funded with Title I Part A funds. This is a grant-funded position and funding may be extended. A grant-funded position has no guarantee of ongoing and indefinite employment. All duties and responsibilities tied to this position are allowable and allocable to the grant. The employee will work solely (100%) on allowable activities outlined in the grant program. 
What We Offer 
Compensation:
<ul><li>Compensation for this role is set at an hourly rate ranging between $15.51 for 0 years of experience and $21.33</li><li>
Hourly co-teachers earnings are paid out over a 12-month period</li></ul> 
Other Benefits:
We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Some of the special benefits we offer at IDEA include: 
<ul><li>
Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on their tenure with the organization and caregiver designation.</li><li>
Tuition Reimbursement: Staff members may apply for up to 50% of tuition paid toward a qualifying degree program, up to $5,250 maximum per year subject to manager discretion and budget availability.</li><li>
Employer-Paid Mental/Behavioral Health: 5 face-to-face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work-life services available at no cost.</li></ul> 
Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, referral bonuses, professional development, and a 403(b) plan. IDEA may offer a relocation allowance to defray the cost of moving for this role, if applicable. 
What You Bring - Competencies 
Qualifications:<ul><li>
Education: At least 48 college hours required or bachelor&rsquo;s degree from an accredited four-year educational institution required</li><li>
Experience: 1+ year(s) of experience working with children in a classroom or volunteer setting
</li></ul>Knowledge and Skills:<ul><li>
Ability and motivation to master the Direct Instruction Curriculum</li><li>
Ability to instruct students and manage student behavior</li><li>
Strong organizational, communication, and interpersonal skills</li><li>
Ability to adjust and adapt to a multitude of situations in the school environment</li></ul>
What You&rsquo;ll Do - Accountabilities 
Responsibilities:
<ul><li>Assist in the educational development of students under the direction and guidance of the classroom teachers</li><li>
Assist classroom teachers with maintaining student records.</li><li>
Successfully implement the Direct Instruction (DI) Curriculum</li><li>
Participate in lesson practice and delivery of our Direct Instruction (DI) Curriculum</li><li>
Communicate students&rsquo; progress with student and family on a weekly basis</li><li>
Implement a clear and consistent behavior management system that aligns to campus- wide initiatives while developing students&rsquo; character and sense of community in the classroom</li><li>
Help shape and develop a school wide culture that fosters a productive and enthusiastic learning environment for each student</li><li>
Establish and maintain a cooperative working relationship with students and families based on trust, understanding and respect for the communities in which they identify.
</li><li>Host necessary tutoring sessions to meet all students&rsquo; needs</li><li>
Participate in weekly manager check-ins, grade-level meetings, before and after-school duties, and school wide meetings and functions</li><li>
Engage in summer and year-long district, school and personal learning and development</li><li>
Minimum of 40+ hours spent at school per week</li><li>
Additional responsibilities may include: after-school tutoring or Saturday school and are based on the needs of our scholars</li></ul> 
We look for Team and Family who embody the following values and characteristics:<ul><li>
Believes and is committed to our mission and being an agent of change: that all students are capable of getting to and through college
</li><li>Has demonstrated effective outcomes and results, and wants to be held accountable for them</li><li>
Has a propensity for action, willing to make mistakes by doing in order to learn and improve quickly</li><li>
Works with urgency and purpose to drive student outcomes</li><li>
Thrives in an entrepreneurial, high-growth environment; is comfortable with ambiguity and change</li><li>
Seeks and responds well to feedback, which is shared often and freely across all levels of the organization</li><li>
Works through silos and forges strong cross-departmental relationships in order to achieve outcomes</li><li>
We believe in education as a profession and hold ourselves to high level of conduct, professionalism and behaviors as models for our colleagues and students</li></ul> 
About IDEA Public Schools 
At IDEA Public Schools, we believe each and every child can go to college. Since 2000, IDEA Public Schools has grown from a small school with 150 students to the fastest-growing network of tuition-free, Pre-K-12 public charter schools in the United States. 
IDEA Public Schools boasts national rankings on The Washington Post and U.S. News &amp; World Report&rsquo;s top high schools lists. IDEA serves nearly 80,000 college-bound students in 137 schools across Texas, Florida, Ohio, and is on-track to maintain its legacy of sending 100% of its graduates to college. 
When you choose to work at IDEA, you are part of our IDEA Team and Family. You will work alongside team members who set and reach ambitious goals every day, are excited to continue to grow with IDEA, and work relentlessly to make college for all a reality. 
Staff Experience 
At IDEA, the Staff Experience Team uses our Core Values to promote human connection and a culture of integrity, respect, and belonging for all Team and Family members. Learn more about our Commitment to Core Values here! 
To Apply
Please submit your application online through Jobvite. It&rsquo;s in your best interest to apply as soon as possible. 
 
This position is grant funded with Title I Part A and will require a time and effort report. The employee and the employee supervisor must sign this job description acknowledging that this position is grant funded.</div>

1st Grade Co-Teacher - IDEA Mission Academy (26-27)

<div>Description 
 
 
Role Mission: IDEA Co-Teachers learn instructional strategies and develop their teaching skills in order to provide highly effective instruction to IDEA students. IDEA Co-Teachers implement Direct Instruction Curriculum (DI) and are responsible for student instruction under the guidance of an IDEA teacher and assistant principal of instruction. DI co-teachers use clear instruction and always teach to mastery. This means that teachers do not move on in the lesson until students have grasped the content they need to know. Groups are organized by level, so that every student can learn at their own pace.
This position is grant-funded with Title I Part A funds. This is a grant-funded position and funding may be extended. A grant-funded position has no guarantee of ongoing and indefinite employment. All duties and responsibilities tied to this position are allowable and allocable to the grant. The employee will work solely (100%) on allowable activities outlined in the grant program. 
What We Offer 
Compensation:
<ul><li>Compensation for this role is set at an hourly rate ranging between $ 17.70for 0 years of experience and $24.89</li><li>
Hourly co-teachers earnings are paid out over a 12-month period</li></ul> 
Other Benefits:
We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Some of the special benefits we offer at IDEA include: 
<ul><li>
Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on their tenure with the organization and caregiver designation.</li><li>
Tuition Reimbursement: Staff members may apply for up to 50% of tuition paid toward a qualifying degree program, up to $5,250 maximum per year subject to manager discretion and budget availability.</li><li>
Employer-Paid Mental/Behavioral Health: 5 face-to-face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work-life services available at no cost.</li></ul> 
Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, referral bonuses, professional development, and a 403(b) plan. IDEA may offer a relocation allowance to defray the cost of moving for this role, if applicable. 
What You Bring - Competencies 
Qualifications:<ul><li>
Education: At least 48 college hours required or bachelor&rsquo;s degree from an accredited four-year educational institution required</li><li>
Experience: 1+ year(s) of experience working with children in a classroom or volunteer setting
</li></ul>Knowledge and Skills:<ul><li>
Ability and motivation to master the Direct Instruction Curriculum</li><li>
Ability to instruct students and manage student behavior</li><li>
Strong organizational, communication, and interpersonal skills</li><li>
Ability to adjust and adapt to a multitude of situations in the school environment</li></ul>
What You&rsquo;ll Do - Accountabilities 
Responsibilities:
<ul><li>Assist in the educational development of students under the direction and guidance of the classroom teachers</li><li>
Assist classroom teachers with maintaining student records.</li><li>
Successfully implement the Direct Instruction (DI) Curriculum</li><li>
Participate in lesson practice and delivery of our Direct Instruction (DI) Curriculum</li><li>
Communicate students&rsquo; progress with student and family on a weekly basis</li><li>
Implement a clear and consistent behavior management system that aligns to campus- wide initiatives while developing students&rsquo; character and sense of community in the classroom</li><li>
Help shape and develop a school wide culture that fosters a productive and enthusiastic learning environment for each student</li><li>
Establish and maintain a cooperative working relationship with students and families based on trust, understanding and respect for the communities in which they identify.
</li><li>Host necessary tutoring sessions to meet all students&rsquo; needs</li><li>
Participate in weekly manager check-ins, grade-level meetings, before and after-school duties, and school wide meetings and functions</li><li>
Engage in summer and year-long district, school and personal learning and development</li><li>
Minimum of 40+ hours spent at school per week</li><li>
Additional responsibilities may include: after-school tutoring or Saturday school and are based on the needs of our scholars</li></ul> 
We look for Team and Family who embody the following values and characteristics:<ul><li>
Believes and is committed to our mission and being an agent of change: that all students are capable of getting to and through college
</li><li>Has demonstrated effective outcomes and results, and wants to be held accountable for them</li><li>
Has a propensity for action, willing to make mistakes by doing in order to learn and improve quickly</li><li>
Works with urgency and purpose to drive student outcomes</li><li>
Thrives in an entrepreneurial, high-growth environment; is comfortable with ambiguity and change</li><li>
Seeks and responds well to feedback, which is shared often and freely across all levels of the organization</li><li>
Works through silos and forges strong cross-departmental relationships in order to achieve outcomes</li><li>
We believe in education as a profession and hold ourselves to high level of conduct, professionalism and behaviors as models for our colleagues and students</li></ul> 
About IDEA Public Schools 
At IDEA Public Schools, we believe each and every child can go to college. Since 2000, IDEA Public Schools has grown from a small school with 150 students to the fastest-growing network of tuition-free, Pre-K-12 public charter schools in the United States. 
IDEA Public Schools boasts national rankings on The Washington Post and U.S. News &amp; World Report&rsquo;s top high schools lists. IDEA serves nearly 80,000 college-bound students in 137 schools across Texas, Florida, Ohio, and is on-track to maintain its legacy of sending 100% of its graduates to college. 
When you choose to work at IDEA, you are part of our IDEA Team and Family. You will work alongside team members who set and reach ambitious goals every day, are excited to continue to grow with IDEA, and work relentlessly to make college for all a reality. 
Staff Experience 
At IDEA, the Staff Experience Team uses our Core Values to promote human connection and a culture of integrity, respect, and belonging for all Team and Family members. Learn more about our Commitment to Core Values here! 
To Apply
Please submit your application online through Jobvite. It&rsquo;s in your best interest to apply as soon as possible. 
 
This position is grant funded with Title I Part A and will require a time and effort report. The employee and the employee supervisor must sign this job description acknowledging that this position is grant funded.</div>

1st Grade Co-Teacher - IDEA Yukon Academy (Immediate Opening)

Connally ISD

<div>CONNALLY INDEPENDENT SCHOOL DISTRICT 
JOB TITLE: Teacher in Residence WAGE/HOUR: Exempt/Professional 
REPORTS TO: Campus Principal PAY GRADE: Starting at $42,700 
DEPARTMENT: Varies DAYS: 187 
ROLE AND PURPOSE: 
The Teacher in Residence supports classroom instruction in preparing, conducting and managing classroom 
activities including providing a co-teaching environment while developing the knowledge and skills needed to 
become an effective educator. At Connally ISD, the Teacher in Residence receives hands-on experience under the 
direct supervision of an experienced certified (STAAR tested content area) educator for 60-80% of the week and 
participates in professional development that prepares them to successfully lead classrooms in the future. University 
schedules are coordinated by the Apprentice and approved by the District's Assistant Superintendent of Talent or 
HR Director.
QUALIFICATIONS: 
Education/Certification:<ul><li>High School Diploma/GED from an accredited institution is required.</li><li>A bachelor's degree or enrollment in an approved educator preparation program is required</li><li>Eligibility to pursue Texas teacher certification through an approved educator preparation</li></ul>
 program 
<ul><li>SBEC Certification is required within two years of acceptance of the CISD Teacher Apprentice</li></ul>
 program 
Experience: 
<ul><li>Valid Texas educational aide certificate</li><li>Experience working with students in instructional, tutoring, mentoring, or coaching settings</li></ul>
 preferred. 
<ul><li>Ability to work effectively with diverse students, families, staff, and community partners</li><li>Strong knowledge of foundational instructional practices and willingness to develop teaching</li></ul>
 skills through coaching and mentorship<div> 
Other Requirements: 
<ul><li>Strong communication, interpersonal, and collaboration skills</li><li>Ability to establish and maintain effective working relationships, both internal and external to the</li></ul>
 district</div>
SPECIAL KNOWLEDGE/SKILLS:<ul><li>Ability to assist in instructing reading, writing, mathematics, science, and/or history.</li><li>Ability to work well with children.</li><li>Ability to use instructional technology tools and student data systems to support classroom</li></ul>
 learning 
<ul><li>Commitment to professional growth, student success, and equitable access to learning</li></ul>
 opportunities 
<ul><li>Bilingual skills preferred</li></ul><div> 
MAJOR RESPONSIBILITIES AND DUTIES: 
I. INSTRUCTIONAL SUPPORT 
<ul><li>Assist teachers with lesson preparation and classroom activities to guide the learning process</li></ul>
 toward the achievement of curriculum goals 
<ul><li>Assess the accomplishments of the students on a regular basis using formative, summative,</li></ul>
 and performance-based measures and provide progress reports as required 
<ul><li>Support with co-teach, in-class small group instruction during lesson cycles, and/or pull-out</li></ul>
 during the last 30 minutes of an instructional block 
<ul><li>Monitor student work and provide feedback under teacher supervision</li></ul>
II. PROFESSIONAL DEVELOPMENT 
<ul><li>Participate in professional learning opportunities to improve job performance.</li><li>Participate in structured coaching cycles and professional feedback processes.</li><li>Participate in Professional Learning Communities (PLCs) to internalize lessons, review data,</li></ul>
 and plan for instructional delivery. 
<ul><li>Observe experienced teachers to develop instructional skills.</li></ul>
III. CLASSROOM SUPPORT 
<ul><li>Serve as lead instructor when assigned during the absence of the certified teacher to ensure</li></ul>
 continuity of instruction. 
<ul><li>Assist with classroom management which emphasizes positive reinforcement and student</li></ul>
 supervision. 
<ul><li>Support instructional activities and classroom organization.</li><li>Assist with extracurricular activities and similar events.</li><li>Help keep the classroom orderly and attractive.</li><li>Assist in maintenance of structured classroom routines.</li><li>Perform program-related data-keeping tasks.</li></ul>
IV. COLLABORATION 
<ul><li>Work collaboratively with mentor teachers and school staff.</li><li>Participate in team meetings and instructional planning.</li><li>Participate in faculty meetings and special events or committees as assigned.</li><li>Make provisions for being available to the students and parents for education-related</li></ul>
 purposes. 
V. OTHER DUTIES 
<ul><li>Maintain and improve professional competence, including progress toward certification.</li></ul></div><ul><li>Maintain professional relationships with colleagues.</li><li>Establish and maintain open lines of communication with students, parents and community</li></ul>
 members. 
<ul><li>Follow district safety protocols and emergency procedures.</li><li>Take necessary and reasonable precautions to protect the students, equipment, materials, and</li></ul>
 facilities. 
<ul><li>Maintain accurate, complete, and correct records as required by law, district policy, and</li></ul>
 administrative regulations. 
<ul><li>Other duties as assigned by the teacher, lead teacher, and/or principal.</li></ul><div> 
VI. SUPERVISORY RESPONSIBILITIES 
<ul><li>None</li></ul></div><div> 
VII. EQUIPMENT &amp;amp; SOFTWARE SKILLS 
<ul><li>Personal computer, printer, fax machine, copier, scanner, and calculator</li><li>Microsoft Office applications (Word, Outlook, Excel, PowerPoint, One Drive, etc.)</li><li>Google Suite applications (Docs, G-Mail, Sheets, Slides, Drive, etc.)</li></ul></div><div> 
VIII. WORKING CONDITIONS: 
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS 
<ul><li>Tools/Equipment Used: Standard office equipment, including computers and peripherals;</li></ul>
 standard instructional equipment. 
<ul><li>Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping</li><li>Motion: Moderate walking</li><li>Lifting: Regular light lifting and carrying (less than 15 pounds)</li><li>Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather);</li></ul>
 exposure to noise 
<ul><li>Mental Demands: Work with frequent interruptions; maintain emotional control under stress.</li></ul></div>
APPROVED: Human Resources Department May 2026</div>

Elementary Teacher In Residence (RLA)

Water Lily Learning Center

<div>Gold-Rated Step Up to Quality | OTR Full-Time | Cincinnati OH 45214 | Benefits Included 


About Water Lily Learning Center

Water Lily Learning Center - OTR is a Gold-rated Step Up to Quality program in Cincinnati's Over-the-Rhine neighborhood. Our preschool classrooms are vibrant learning communities where children develop school readiness, critical thinking, and a lifelong love of learning. Our team implements the Creative Curriculum and prepares every child for a strong kindergarten transition.

Position Summary

The Assistant Preschool Teacher - OTR supports our Lead Preschool Teacher in delivering high-quality, curriculum-aligned instruction to preschoolers ages 3 to 5 at our OTR campus. This is the right role for an aspiring educator who wants to develop classroom skills inside a Gold-rated program and grow toward lead teacher certification.

Key Responsibilities
<ul>
<li>Assist the Lead Preschool Teacher in delivering Creative Curriculum activities aligned with Ohio's 2024 Early Learning and Development Standards</li>
<li>Support small group instruction across literacy, math, science, social studies, and creative arts for OTR preschoolers</li>
<li>Help manage classroom transitions, meals, outdoor play, and rest periods</li>
<li>Maintain a clean, organized, and stimulating preschool classroom per Ohio DCY and Gold standards</li>
<li>Assist with observing and documenting children's learning and developmental progress as directed</li>
<li>Foster positive relationships with OTR preschoolers through consistent encouragement and responsive interaction</li>
<li>Communicate professionally with OTR families and colleagues throughout the classroom day</li>
<li>Follow all Water Lily Learning Center, DCY, and Step Up to Quality Gold standards and safety procedures</li>
</ul>
Qualifications
<ul>
<li>High school diploma or equivalent required; Associate degree, CDA, or ECE coursework strongly preferred</li>
<li>Prior experience in a licensed preschool or childcare setting preferred</li>
<li>Current CPR and First Aid certification required prior to working with children</li>
<li>Understanding of preschool child development and age-appropriate learning practices</li>
<li>Strong communication skills and enthusiasm for early childhood education</li>
<li>Ability to engage actively at child level throughout the full classroom shift</li>
<li>Must meet all Ohio DCY employment eligibility requirements including applicable clearances</li>
</ul>
Schedule and Compensation
<ul>
<li>Full-time, Monday through Friday</li>
<li>$14-$17/hr based on experience and qualifications</li>
<li>Health, dental, and retirement benefits included</li>
<li>Paid professional development including Creative Curriculum training and CDA support</li>
</ul>
Health and Wellness Benefits:
<ul>
<li>Health Insurance</li>
<li>401(k) Retirement Savings Plan</li>
<li>Dental</li>
<li>Vision</li>
<li>Life Insurance</li>
<li>Long-Term Disability</li>
<li>Short-Term Disability</li>
<li>NexGenEAP (Employee Assistance Program)</li>
<li>Working Advantage (Employee Discount and Reward Program)</li>
<li>Balance Care</li>
<li>FinFit Financial Wellness</li>
<li>Cancer Advocate</li>
<li>Long-Term Care Insurance</li>
<li>Pay on Demand</li>
<li>Staff Meetings: Monthly paid meetings</li>
<li>11 Paid Holidays</li>
<li>Paid Time Off (PTO):</li>
<li>Paid Professional Development</li>
<li>Weekly Pay</li>
<li>Employee Referral Program</li>
<li>Plus More</li>
</ul>
Why Join Water Lily?
<ul>
<li>Gold-rated program &mdash; a strong foundation for your early childhood career in Cincinnati</li>
<li>Paid professional development and direct mentorship from lead teachers</li>
<li>Clear advancement pathway toward lead teacher certification</li>
<li>Collaborative, mission-driven team in a vibrant Over-the-Rhine neighborhood</li>
<li>Make a real impact on school readiness for children during a critical developmental window</li></ul></div>

Assistant Preschool Teacher - OTR

Shakopee Public Schools

<div>
 
 Description
 
 
 
 Eagle Creek Elementary School is seeking a Long-Term Substitute English Language Development Teacher (1.0 FTE) to start the 2026-2027 school year (approximately August 24, 2026 through November 13, 2026).
 
 
 
 Job Summary
 
 
 
 Educate, plan, teach, facilitate, and evaluate Multilingual Learners (MLs) in English Language Development (ELD) and cultural orientation as defined by local and state department regulations and guidelines. Provide instruction in English Language Development as well as content area(s) in accordance with each student's ability; create a classroom environment that fosters student learning and personal growth. Establish effective working relationships with students and parents, and work collaboratively with other staff members. Administer ACCESS testing. Participate in PLC's.
 
 
 
 Direct Instruction and/or Co-Teaching with Classroom Teachers
 
 
 
 <ul>
 <li>
 Provide direct instruction to identified Multilingual Learners, including newcomer students, to improve academic achievement in the areas of reading, writing, speaking, and listening, as well as cultural orientation.
 </li>
 <li>
 Monitor student progress and attendance, and assist with school orientation.
 
 
 </li>
 </ul>
 
 Parent/Community Outreach and Communication
 
 
 
 <ul>
 <li>
 Communicate with parents and serve as a liaison between school, parents, and community; arrange interpretation and translation services as needed.
 </li>
 <li>
 Consult and communicate with teachers, administration, and support staff, and attend meetings such as district, building, grade level, department, curriculum, child study team, open house, parent-teacher conferences, and IEP meetings.
 
 
 </li>
 </ul>
 
 Specific Assessments for Identified Multilingual Learners
 
 
 
 <ul>
 <li>
 Coordinate and administer state testing for identified Multilingual Learners and complete required paperwork.
 
 
 </li>
 </ul>
 
 Resource and Consultation with Classroom Teachers
 
 
 
 <ul>
 <li>
 Collaborate with general education teachers to enhance lesson plans and select appropriate educational materials and activities that help Multilingual Learners meet curriculum objectives aligned with district curriculum and state outcomes.
 </li>
 <li>
 Coordinate and/or deliver training as needed in regards to "best practices" to support English Language Development (ELD) for general education teachers.
 </li>
 <li>
 Communicate the needs of identified Multilingual Learners to general education teachers to ensure student success.
 
 
 </li>
 </ul>
 
 Performs related work as assigned
 
 
 
 
 Physical Involvement
 
 
 
 <ul>
 <li>
 Vitality to accomplish numerous tasks and processes.
 </li>
 <li>
 Extended periods of standing when teaching or leading an activity.
 </li>
 <li>
 Extended periods of sitting during meetings and deskwork.
 </li>
 <li>
 Bending, stooping, or sitting on the floor to perform classroom activities or to provide one-to-one assistance.
 </li>
 <li>
 Repetitive motion keyboarding activities for classroom preparation or grading.
 </li>
 <li>
 Ability to travel between buildings, within the building, and work area.
 </li>
 <li>
 May lift equipment or supplies typically not to exceed 25 pounds.
 </li>
 <li>
 Extended periods of speaking and/or voice projection.
 
 
 </li>
 </ul>
 
 Mental Involvement
 
 
 
 <ul>
 <li>
 Analyze and interpret course text and professional materials.
 </li>
 <li>
 Clearly communicate unit/lesson objectives and content.
 </li>
 <li>
 Respond to inquiries, concerns or requests from parents or members of the community in an appropriate and timely manner.
 </li>
 <li>
 Effectively present information to peers, parents, and community members.
 </li>
 <li>
 Work with interruptions, handle multiple tasks, and organize and prioritize work assignments.
 </li>
 <li>
 Conflict resolution skills in dealing with students, parents, and colleagues.
 </li>
 <li>
 Prioritizing work duties, organizing classroom settings, and taking initiative to explore new activities and ideas to enhance student learning.
 </li>
 <li>
 Implementing and modeling the "Code of Conduct".
 
 
 </li>
 </ul>
 
 Working Conditions
 
 
 
 <ul>
 <li>
 Classroom environment, which typically includes moderate noise from students, computers, and other work related equipment.
 </li>
 <li>
 Occasionally performed outdoors in a variety of weather conditions.
 </li>
 <li>
 Travel to and work in all buildings/programs in the District.
 
 
 </li>
 </ul>
 
 Supervision Of Other Employees
 
 
 
 <ul>
 <li>
 None
 
 
 </li>
 </ul>
 
 Minimum Qualifications
 
 
 
 
 Education
 
 
 
 <ul>
 <li>
 Must hold a valid MN teaching license in English as a Second Language.
 
 
 </li>
 </ul>
 
 Experience
 
 
 
 <ul>
 <li>
 Current or previous experiences as a classroom teacher or English Language Development Teacher preferred.
 </li>
 <li>
 Bilingualism preferred (Spanish, Somali)
 
 
 </li>
 </ul>
 
 Special Knowledge Or Skills
 
 
 
 <ul>
 <li>
 Possess high quality instructional practices in all aspects of instructing Multilingual Learners.
 </li>
 <li>
 Ability to constantly make decisions and act within the district and building policies, procedures, and guidelines.
 </li>
 <li>
 Knowledge of teaching techniques and strategies.
 </li>
 <li>
 Knowledge of legal mandates regarding provision of services.
 </li>
 <li>
 Knowledge of classroom instructional interventions and behavioral management techniques.
 </li>
 <li>
 Ability to work in a diverse environment.
 </li>
 <li>
 Ability to communicate effectively with students, parents, teachers, administrators, community, and staff.
 </li>
 <li>
 Working knowledge of district curriculum.
 </li>
 <li>
 Working knowledge of the district's computers and student management software system.
 
 
 </li>
 </ul>
 
 Equipment, Machines, Tools, Electronic Devices, Software
 
 
 
 <ul>
 <li>
 Operate computer, printer, photocopy machine, fax machine, and other electronic or technological equipment required for the specific position.
 </li>
 <li>
 Competency in data platforms or a willingness to learn a variety of platforms to facilitate student identification.
 </li>
 <li>
 Proficient in various software applications.
 </li>
 <li>
 Proficient in phone system.
 
 
 </li>
 </ul>
 
 Pay &amp; Benefits Information (if Eligibility Requirements Are Met)
 
 
 
 <ul>
 <li>
 Health Insurance
 </li>
 <li>
 Dental Insurance
 </li>
 <li>
 Vision Insurance
 </li>
 <li>
 HSA &amp; VEBA options
 </li>
 <li>
 Flexible Spending &amp; Dependent Care options
 </li>
 <li>
 Accidental Injury &amp; Critical Illness Insurance
 </li>
 <li>
 Life Insurance
 </li>
 <li>
 Short- &amp; Long-term Disability Insurance
 </li>
 <li>
 Employee Assistance Program (EAP)
 </li>
 <li>
 Teachers Retirement Association (TRA) Plan + district contribution
 </li>
 <li>
 403(B) plan + district contribution
 
 
 </li>
 </ul>
 Salary ranges from $52,020 to $126,971 depending upon education level and experience.
 
 
 
 Our Staff Receives
 
 
 
 <ul>
 <li>
 Professional development opportunities provided by the District.
 </li>
 <li>
 Strong mentoring program for first-year staff.
 
 
 </li>
 </ul>
 
 Job Outcomes
 
 
 
 <ul>
 <li>
 Provide direct instruction and/or Co-Teach with a General Education Teacher.
 </li>
 <li>
 Provide resources and consultation for General Education Teachers.
 </li>
 <li>
 Actively engage in Parent/Community Outreach and Communication.
 </li>
 <li>
 Coordinate and administer relevant Multilingual Learner assessments.
 
 
 </li>
 </ul>
 
 Application Procedure
 
 
 
 You must be a permanent employee of the district to use the internal application. Substitutes must complete the external application.
 
 
 
 Selection Procedure
 
 
 
 Candidates who are under further consideration will be contacted for an interview. Position will remain open until filled.
 
 
 
 Our Mission
 
 
 
 Shakopee Schools, in partnership with our community, will educate lifelong learners to succeed in a diverse world.
 
 
 
 District Information
 
 
 
 The Shakopee district serves more than 8,000 students in Shakopee, Savage, Prior Lake and the Jackson, Louisville, and Sand Creek Townships. Our district is located in one of the fastest growing suburbs in the Twin Cities.
 
 
 We offer a myriad of programs and activities that give our students of all ages, backgrounds and interests the chance to learn, share, explore and expand their knowledge, talents, skills and abilities in academics, arts, athletics, community service, and so much more. We also offer a variety of high potential classes at all grades as well as programs at the high school that can earn students college credits.
 
 
 The Shakopee School District is committed to providing the best opportunities for our students. We are dedicated to helping them excel and achieve their educational goals and teaching them to be good citizens of our community, our nation and our world.
 
 
 To view more information about Shakopee Public Schools, click here or visit https://www.shakopee.k12.mn.us/.
</div>

English Language Development Teacher - LTS, 1.0 FTE - Eagle Creek Elementary

Caddo Parish Public Schools

<div><h3 class="jobSectionHeader">CADDO PARISH SCHOOL JOB DESCRIPTION</h3> 
Job Title: Classroom Teacher
Prepared By: Emily L. Stanford
Prepared Date: June 24, 2024
Approved By: Leisa G. Woolfolk
Approved Date: June 30, 2024 
AREA OF RESPONSIBILITY
Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System&rsquo;s accountability measures as outlined in the Louisiana Accountability System. 
Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. 
Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards , research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers are also responsible for the academic growth of their students. 
The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. 
Domain 1: Instruction
This domain includes 12 indicators: 
Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher&rsquo;s ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways, this indicator is the foundation for all other indicators because if the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson. 
Motivating Students: This indicator focuses on a teacher&rsquo;s ability to organize and present the content in a manner that motivates students to learn. For a teacher to be able to develop these types of learning experiences, a teacher must have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students . 
Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher&rsquo;s ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator&rsquo;s descriptors. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will include effective lesson planning, educational best practices, and results-oriented delivery of instructional techniques. 
Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor &ldquo;logical sequencing and segmenting&rdquo; under Presenting Instructional Content . 
Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students . In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students. 
Questioning: Questioning is an art form that reveals a great deal about a teacher&rsquo;s effectiveness. The rubric descriptors provide a basic framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions. 
Academic Feedback: This indicator focuses on how teachers respond to students&rsquo; comments and questions. The descriptors address the quality of the feedback in supporting student learning as opposed to feedback that only informs students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction. 
Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson and how they will be held accountable for the work they are expected to complete. 
Teacher Content Knowledge: This indicator addresses the teacher&rsquo;s knowledge of the content he/she is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher&rsquo;s ability to connect the content being taught to other ideas and concepts. 
Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students . 
Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including:
<ul><li>Analytical Thinking,</li>
<li>Practical Thinking,</li>
<li>Creative Thinking,</li>
<li>Research-based Thinking.</li>
</ul>The teacher should provide opportunities where students:
<ul><li>Generated ideas and alternatives,</li>
<li>Analyze problems from multiple perspectives and viewpoints,</li>
<li>Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why.</li> 
</ul>Problem Solving: Developing multiple skills in problem solving enriches the learner&rsquo;s ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to solving problems, the teacher empowers the student with an important life skill. 
Domain 2: Planning
This domain includes 3 indicators: 
Instructional Plans: Time spent developing strong lesson plans yields many benefits. Lesson plans contribute to better-managed classrooms and more effective and efficient learning experiences for students. 
Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests, which should be aligned to state standards. 
Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, &ldquo;What do I want my students to be able to do as a result of my teaching?&rdquo; and &ldquo;How do I know the students learned what I taught?&rdquo; When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement. 

Domain 3: Environment
This domain includes 4 indicators: 
Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations , he/she must have knowledge of the students he/she is teaching. Differentiated instruction methods that are demanding for every student and created opportunities for all students to experience success can only be implemented when a teacher&rsquo;s knowledge of students is developed and utilized during instruction. When a teacher sets high and demanding expectations for every student, he/she is also able to develop and/or select activities and materials that are challenging. The second descriptor connects to Motivating Students . When a teacher regularly reinforces and rewards efforts, students will be encouraged to learn from their mistakes and take risks. A teacher must be able to create a safe learning environment in which students&rsquo; efforts are reinforced and valued in order for students to experience success. For a teacher to optimize instructional time, he/she must be able to implement lessons that include appropriate lesson structure and pacing for students who progress at different learning rates. 
Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Descriptors under Standards and Objectives and Presenting Instructional Content both address a teacher&rsquo;s modeling of clear expectations for students. While these indicators focus on instruction, expectations must also be clearly modeled for student behavior for effective instruction to occur that increases student achievement. For a teacher to manage student behavior efficiently, he/she must not only model the expectations but have knowledge of the students he/she is teaching. Teachers must be aware of and practice a variety of techniques to maintain appropriate behavior that are dependent upon having knowledge of individual student&rsquo;s needs. Teachers must also know students&rsquo; interests in order to motivate them to change inappropriate behaviors. Therefore, this indicator is also connected to Motivating Students . 
Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. When supplies, equipment, and resources are easily and ready accessible, then the descriptor, &ldquo;routines for distributing materials are efficient&rdquo;, under Lesson Structure and Pacing , can be met. 
Respectful Culture: Creating a positive-classroom climate begins with showing respect to one another. Teachers most often set this in motion when they develop a set of collaborative ground rules for their classrooms and then model these for students on a regular basis.
Teacher non-verbal cues that indicate respect and interest are:
<ul><li>Tone of voice</li>
<li>Eye contact</li>
<li>Affirmative head nods</li>
<li>Wait time</li>
<li>Proximity to student</li> 
</ul>Domain 4: Professionalism
This domain includes 4 indicators:
Growing and Developing Professionally:
<ul><li>The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.</li>
<li>The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.</li>
<li>The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations.</li>
<li>The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.</li> 
</ul>Reflecting on Teaching:
<ul><li>The educator makes thoughtful and accurate assessments of his/her lessons&rsquo; effectiveness as evidenced by the self-reflection after each observation.</li>
<li>The educator offers specific actions to improve his/ her teaching.</li>
<li>The educator accepts responsibilities contributing to school improvement.</li>
<li>The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions</li> 
</ul>Community Involvement:
<ul><li>The educator actively supports school activities and events.</li></ul> 
School Responsibilities:
<ul><li>The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.</li> 
</ul>OTHER PERFORMANCE RESPONSIBILITIES 
<ul><li>Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives</li>
<li>Accepts and exercises responsibilities for duties and assignments related to administrative/management,</li>
 </ul>curricular and extra-curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school-related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times.
<ul><li>Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders</li>
<li>Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law</li>
<li>Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent-teacher conferences, back-to-school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable</li>
<li>Completes all mandates trainings such as Project Read, ACT 260 of 2023 Legislative Session</li>
<li>Attends incentivized and or required training</li>
<li>Appears neat, dresses appropriately for the profession, and is well-groomed</li>
<li>Maintains a high standard of professional conduct based on ethical practices</li>
<li>Accepts other responsibilities as required by the Principal or his/her designee as assigned</li> 
</ul>
<h2 class="jobSectionHeader">PROFESSIONAL CONDUCT 
</h2>Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. 
Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) 
Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. 
Terms of Employment: 172 days, or as stated in contract or employment agreement 
Reports to: School Principal and/or Assistant Principal or Assigned Evaluator</div>

Cybersecurity Teacher - Huntington

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