avid tutor

instructor stem (mathematics/science) Jobs in Washington

instructor stem (mathematics/science)

out of school time manager Jobs in Washington

out of school time manager

pass program tutor, edu (student) Jobs in Washington

pass program tutor, edu (student)

pass program tutor, ksb (student) Jobs in Washington

pass program tutor, ksb (student)

pass program tutor ksb student

American University

<div><div>Work Where You Learn: Build Experience, Grow Skills, and Contribute to Your University Community.</div><div>
</div><div>
This position is available only to enrolled American University students.</div><div></div><div><br>
Important guidance for current American University employees: American University current employees, including those employed in student positions, must apply through their employee Workday account. If you are a current employee at American University, please log into your employee Workday account and select the <div>Find Jobs report</div> which will take you to our internal career listings. Applying outside of your employee Workday account may cause delays in a hire process.</div><div><div><div><div><div><div><div><div>
Department:</div></div></div></div></div></div></div></div><div></div>
Student Academic Services<div></div><div>
Time Type:</div>
Part time<div></div><div>
FLSA Status:</div>
Non-Exempt<div></div><div><div><div><div><div><div><div><div>
Job Description:</div></div></div></div></div></div></div></div><div>
Summary:</div><div></div><div>
The PASS Program provides free, peer tutoring services in a one-on-one format and, on occasion, drop-in tutoring, to all American University students in historically challenging courses defined by student needs and tutoring requests. PASS Program Tutors build and reinforce academic skills and knowledge needed for most core programs at AU. Tutors model effective study habits and learning strategies, equipping students with the skills and knowledge to work and succeed independent of the Tutor.</div><div></div><div>
Essential Functions:</div><ul><li><div>
Provide one-on-one and/or drop-in tutoring, determined by course and student needs.</div></li><li><div>
Adequately prepare for tutoring sessions by consulting the WC Online client intake forms and previous client reports, as well as review concepts, during empty session.</div></li><li><div>
Complete the post-session online reports outlining content and concepts covered, progress made, and/or challenges encountered in tutoring sessions.</div></li><li><div>
Attend and fully participate in semester training.</div></li><li><div>
Conduct peer observations of fellow Peer Tutors.</div></li><li><div>
Conduct class visits to advertise the PASS Program to students across campus.</div></li><li><div>
Meet with Student Academic Services staff at least twice per semester.</div></li><li><div>
Accurately complete time sheets and surveys in a timely manner.</div></li><li><div>
Distribute the post-tutoring session survey after each tutoring session.</div></li></ul><div></div><div>
Position Type/Expected Hours of Work:</div><ul><li><div>
Part-time.</div></li><li><div>
2 - 6 hours per week.</div></li></ul><div></div><div>
Salary Range:</div><ul><li><div>
$17.95 - $18.50 per hour.</div></li></ul><div></div><div>
Required Education and Experience:</div><ul><li><div>
Enrollment in a degree program at American University.</div></li><li><div>
Maintenance of a cumulative 3.0 GPA.</div></li><li><div>
Demonstrate course mastery by receiving an A or A- in their supported course.</div></li><li><div>
Willingness to work with diverse populations of faculty, staff, and students.</div></li><li><div>
Demonstrate excellent written, oral, and interpersonal communication skills.</div></li><li><div>
Ability to work collaboratively in professional team environments.</div></li><li><div>
Possess strong organizational skills and experience in basic office management.</div></li><li><div>
Ability to work independently and take initiative.</div></li><li><div>
Ability to maintain an appropriate degree of confidentiality.</div></li><li><div>
Possess intermediate computer skills in Microsoft Office Suite.</div></li></ul><div></div><div>
Additional Eligibility Qualifications:</div><ul><li><div>
This position renews on a semester basis based upon student need, enrollment data, and course requests.</div></li></ul><div></div><div>
Other Details</div><ul><li><div>
This position is available only to enrolled American University students.</div></li><li><div>
Please note this job announcement is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.</div></li><li><div>
American University is an <div>E-Verify</div> employer.</div></li><li><div>
Visit <div>https://www.american.edu/hr/</div> for additional information about American University employment and benefits.</div></li></ul><div></div><div><br>
Current American University Employees</div><div>
American University current employees (including those employed in student positions) must apply through their employee Workday account. If you are a current employee at American University, please log into Workday and select the Find Jobs report which will take you to our internal career listings.</div><div></div><div><br>
Contact Us</div><div>
For more information or assistance with the American University careers site, email <div>theworkline@american.edu</div>.</div><div></div><div><i><br>
American University is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations. The university does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual&rsquo;s genetic information or any other bases under federal or local laws (collectively &quot;Protected Bases&quot;) in its programs and activities.</i></div></div>

PASS Program Tutor, KSB (Student)

<div><h2 class="jobSectionHeader">Work Where You Learn: Build Experience, Grow Skills, and Contribute to Your University Community.</h2><h2 class="jobSectionHeader"><b>
</b></h2><h2 class="jobSectionHeader"><b>
This position is available only to enrolled American University students.</b></h2><div></div><div><b>
Most student positions at American University are eligible to use Federal Work Study (FWS) awards, with a few exceptions. FWS funds cannot be applied to janitorial, construction, partisan or sectarian positions. For information or questions regarding FWS funds, please contact American University's Office of Financial Aid.</b></div><div><br>
Important guidance for current American University employees: American University current employees, including those employed in student positions, must apply through their employee Workday account. If you are a current employee at American University, please log into your employee Workday account and select the <div>Find Jobs report</div> which will take you to our internal career listings. Applying outside of your employee Workday account may cause delays in a hire process.</div><div><div><div><div><div><div><div><div><b>
Department:</b></div></div></div></div></div></div></div></div><div></div>
Student Academic Services<div></div><div><b>
Time Type:</b></div>
Part time<div></div><div><b>
FLSA Status:</b></div>
Non-Exempt<div></div><div><div><div><div><div><div><div><div><b>
Job Description:</b></div></div></div></div></div></div></div></div><div><b>
Summary:</b></div><div></div><div>
The PASS Program provides free, peer tutoring services in a one-on-one format and, on occasion, drop-in tutoring, to all American University students in historically challenging courses defined by student needs and tutoring requests. PASS Program Tutors build and reinforce academic skills and knowledge needed for most core programs at AU. Tutors model effective study habits and learning strategies, equipping students with the skills and knowledge to work and succeed independent of the Tutor.</div><div></div><div><b>
Essential Functions:</b></div><ul><li><div>
Provide one-on-one and/or drop-in tutoring, determined by course and student needs.</div></li><li><div>
Adequately prepare for tutoring sessions by consulting the WC Online client intake forms and previous client reports, as well as review concepts, during empty session.</div></li><li><div>
Complete the post-session online reports outlining content and concepts covered, progress made, and/or challenges encountered in tutoring sessions.</div></li><li><div>
Attend and fully participate in semester training.</div></li><li><div>
Conduct peer observations of fellow Peer Tutors.</div></li><li><div>
Conduct class visits to advertise the PASS Program to students across campus.</div></li><li><div>
Meet with Student Academic Services staff at least twice per semester.</div></li><li><div>
Accurately complete time sheets and surveys in a timely manner.</div></li><li><div>
Distribute the post-tutoring session survey after each tutoring session.</div></li></ul><div></div><div><b>
Position Type/Expected Hours of Work:</b></div><ul><li><div>
Part-time.</div></li><li><div>
2 - 6 hours per week.</div></li></ul><div></div><div><b>
Salary Range:</b></div><ul><li><div>
$17.95 - $18.50 per hour.</div></li></ul><div></div><div><b>
Required Education and Experience:</b></div><ul><li><div>
Enrollment in a degree program at American University.</div></li><li><div>
Maintenance of a cumulative 3.0 GPA.</div></li><li><div>
Demonstrate course mastery by receiving an A or A- in their supported course.</div></li><li><div>
Willingness to work with diverse populations of faculty, staff, and students.</div></li><li><div>
Demonstrate excellent written, oral, and interpersonal communication skills.</div></li><li><div>
Ability to work collaboratively in professional team environments.</div></li><li><div>
Possess strong organizational skills and experience in basic office management.</div></li><li><div>
Ability to work independently and take initiative.</div></li><li><div>
Ability to maintain an appropriate degree of confidentiality.</div></li><li><div>
Possess intermediate computer skills in Microsoft Office Suite.</div></li></ul><div></div><div><b>
Additional Eligibility Qualifications:</b></div><ul><li><div>
This position renews on a semester basis based upon student need, enrollment data, and course requests.</div></li></ul><div></div><div><b>
Other Details</b></div><ul><li><div><b>
This position is available only to enrolled American University students.</b></div></li><li><div>
Please note this job announcement is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.</div></li><li><div>
American University is an <div>E-Verify</div> employer.</div></li><li><div>
Visit <div>https://www.american.edu/hr/</div> for additional information about American University employment and benefits.</div></li></ul><div></div><div><b><br>
Current American University Employees</b></div><div>
American University current employees (including those employed in student positions) must apply through their employee Workday account. If you are a current employee at American University, please log into Workday and select the Find Jobs report which will take you to our internal career listings.</div><div></div><div><b><br>
Contact Us</b></div><div>
For more information or assistance with the American University careers site, email <div>theworkline@american.edu</div>.</div><div></div><div><i><br>
American University is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations. The university does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual&rsquo;s genetic information or any other bases under federal or local laws (collectively &quot;Protected Bases&quot;) in its programs and activities.</i></div></div>

PASS Program Tutor, EDU (Student)

Tacoma Public Schools

<div><div><div><h2 class="jobSectionHeader"><b>Description</b></h2></div>
<p></p><div><p><b>Tacoma Public Schools</b></p><p><b>
Expected Start Date: </b>September 2026 for the 2026-2027 school year</p><p><b>
Hours per day: </b>This is an hourly position. Hours to be determined based on assigned location, program and student needs</p><p><b>
Salary Level:</b> $17.35/hour</p><p><b>
Additional Information: </b>Upon hire, you will be contacted by the AVID tutor leaders regarding training, where you will be assigned, weekly work schedule, etc. The maximum number of hours per week is 15.</p></div><p></p>
<div><h2 class="jobSectionHeader"><b>Examples Of Duties</b></h2></div>
<p></p><div><p><b>Essential Job Functions</b></p><p>
1. Tutors are hired by schools to teach students basic concepts in subjects ranging from reading comprehension and math, to writing and history.</p><p>
2. Tutors read to students, guide them through pronunciation and explain terms using definitions and real-life examples. Pupils can range from kindergarten students learning the English alphabet, to high school seniors who need to refresh on basic algebra.</p><p>
3. Tutors should be flexible, patient, attentive and responsible when dealing with students, parents and teachers.</p><p>
4. Tutors must also be able to customize and craft effective tutoring plans that address student weaknesses and strengths.</p><p>
5. Tutors should have excellent writing, oral and interpersonal communication skills, and demonstrate a mastery of various school subjects such as English, math and writing.</p><p>
6. Tutors must be motivated and dedicated to helping students improve and succeed academically.</p></div><p></p>
<div><h2 class="jobSectionHeader"><b>Minimum Qualifications</b></h2></div>
<p></p><div><p><b>Education and Experience</b></p><p>
High School Diploma or equivalent. One year of prior experience working with school-aged youth, preferably in a classroom setting; some post-secondary education is preferred; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements.</p><p><b>
Knowledge, Skills and Abilities</b></p><p>
Knowledge of childhood academic, social and physical development.</p><p>
Knowledge of assigned subject areas.</p><p>
Ability to take direction from others.</p><p>
Ability to establish positive relationships with school-aged youth.</p><p>
Ability to obtain, clarify, and exchange information.</p><p>
Ability to organize and coordinate activities with assistance of classroom teacher.</p><p>
Ability to establish and maintain effective working relationships with a variety of people multi-cultural, socio-economic setting.</p></div><p></p>
</div><div></div><div><div><p><i>This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload.</i></p>
<p><b>Nondiscrimination Statement</b></p>
<p>Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, immigration or citizenship status, age, veteran or military status, sexual orientation, gender expression, gender identity, homelessness, disability, neurodivergence, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:</p><br>
<p></p>
<p><b>Civil Rights Coordinator, Gender-Inclusive Schools Coordinator, and Title IX Coordinator:
</b></p><p><b>Tiffany Davis-Brantley</b></p>
<p>253-571-1252, civilrights@tacoma.k12.wa.us</p><br>
<p></p>
<p><b>Section 504 Coordinator: Laura Tuman</b></p>
<p>253-571-1086, 504Coordinator@tacoma.k12.wa.us</p><br>
<p></p>
<p><b>Tacoma Public Schools
</b></p><p><b>Mailing Address:</b></p>
<p>P.O. Box 1357</p>
<p>Tacoma, WA 98401-1357</p>
<p>www.tacomaschools.org</p></div></div></div>

AVID Tutor

The SEED Public Charter School of Washington DC

<div>Description:
<p><b>
About The SEED School of Washington, D.C.</b></p><p>
The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. &ndash; the nation&rsquo;s first urban public college preparatory boarding school. The school currently serves 325 students in grades 9-12. In 2015, 100% of SEED&rsquo;s seniors were accepted to a four year college or university.</p><p>
All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small &ldquo;houses&rdquo; of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.</p><p><b>
About The SEED Network</b></p><p>
SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition &amp; Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as &quot;a true success story.&quot; Learn more at www.seedfoundation.com.</p><p><b>
Position Overview</b></p><p>
The ELA Interventionist is a vital member of the SEED DC's integrated team, providing targeted, standards-aligned reading and writing interventions to high school students who need academic supports. This role delivers small-group intervention classes, 1:1 instruction, and after-school academic intervention, while intentionally bridging classroom instruction with the residential program to ensure continuity of learning, behavior supports, and residential staff collaboration. The Interventionist collaborates with teachers, counselors, residential staff, and administrators to design, implement, monitor, and adjust interventions that improve literacy, academic outcomes, and college readiness.</p><p><b>
Essential Duties and Responsibilities</b></p><p><b><i>
Instruction &amp; Intervention</i></b></p><ul><li>
Deliver evidence-based ELA interventions to students in small-group blocks (scheduled as classes) and 1:1 sessions based on needs assessments.</li><li>
Plan and implement differentiated lessons targeting reading comprehension, vocabulary, writing, grammar, and study skills aligned to state standards and IEP/504 goals.</li><li>
Provide after-school academic intervention sessions (homework support, reteach, test prep) on a regular schedule; maintain accurate attendance and participation records.</li><li>
Use formative and summative assessment data (benchmark screenings, progress monitoring tools, classroom grades) to design interventions and measure student growth.</li><li>
Create and maintain individualized intervention plans, set measurable goals, and document progress; adjust interventions based on data.</li><li>
Lead PSAT/SAT organization and targeted test-prep (practice tests, data-driven small-group and 1:1 sessions, evening clinics), and coordinate with counselors on college-readiness and accommodations.</li></ul><p><b><i>
Collaboration &amp; Communication</i></b></p><ul><li>
Coordinate with general education and special education ELA teachers to align interventions with classroom curricula and unit pacing.</li><li>
Partner with residential program staff to reinforce academic routines and supports during evenings and weekends; train residential staff on basic literacy strategies and homework supports.</li><li>
Attend and contribute to multidisciplinary team meetings, case conferences, IEP/504 meetings, and student-support planning sessions.</li><li>
Communicate regularly with families/guardians about student progress, intervention strategies, and recommended at-home supports.</li></ul><p><b><i>
Behavioral &amp; Residential Integration</i></b></p><ul><li>
Bridge academic expectations and residential life by embedding instructional strategies into residential routines (e.g., evening study halls, literacy activities).</li><li>
Support behavior management strategies that promote engagement in academic work; collaborate with residential staff around reinforcement systems and transition procedures.</li><li>
Provide direct evening supports (see Evening Supports section) that integrate academic intervention with residential schedules.</li></ul><p><b><i>
Documentation &amp; Compliance</i></b></p><ul><li>
Maintain accurate records of interventions, lesson plans, progress monitoring, attendance, and communications in accordance with school and district policy.</li><li>
Ensure interventions meet federal, state, and local requirements and conform to IEP/504 accommodations when applicable.</li><li>
Prepare reports and contribute to data reviews, program evaluations, and grant or compliance documentation as requested.</li></ul><p><b><i>
Evening Supports (Specific Responsibilities)</i></b></p><ul><li>
Provide scheduled evening academic intervention hours (e.g., 3&ndash;5 evenings per week; specific schedule determined by program needs) including:
<ul><li>Evening study halls and structured homework assistance.</li>
<li>Short 1:1 or small-group tutoring sessions focused on immediate academic needs or crisis academic recovery.</li>
<li>Coordination of nightly reading/writing tasks with residential staff to ensure consistency and follow-through.</li>
</ul></li><li>Be available for periodic evening check-ins with residential staff/families on student academic progress and plan adjustments.</li><li>
Lead or advise on evening literacy enrichment activities (book clubs, writing workshops) to promote engagement and skills practice.</li></ul><p><b><i>
Additional Responsibilities</i></b></p><ul><li>
Participate in ongoing professional development related to literacy instruction, intervention strategies, trauma-informed practice, and residential-academic integration.</li><li>
Model and contribute to a culture of high expectations, restorative practices, and student-centered supports.</li><li>
Mentor paraeducators, tutors, and residential staff who support academic work as needed.</li><li>
Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Handbook.</li><li>
Performs other duties as assigned by school leadership.</li></ul>
Requirements:<p></p><p><b><br>
Qualifications and Essential Competencies</b></p><ul><li>
Bachelor&rsquo;s degree in English, Secondary Education (ELA), Literacy Education, or related field. Master&rsquo;s preferred.</li><li>
Minimum of 2 years teaching experience in secondary ELA; experience delivering interventions or RTI/MTSS preferred.</li><li>
Ability to use student data to inform support strategies and monitor progress.</li><li>
Outstanding communication, interpersonal, and facilitation skills, with the ability to build rapport, trust, and influence with teachers and leaders from various disciplines.</li><li>
A love for working with young people and a commitment to a diverse and inclusive community.</li><li>
Excellent technology skills and experience integrating technology into the curriculum.</li><li>
Commitment to The SEED Foundation&rsquo;s mission and beliefs.</li></ul></div>

ELA Interventionist (School Year 2026-2027)

Academic Interventionist

Goodwill of Greater Washington

<div>Overview:
<div>
The Student Resource Teacher is responsible with working with Excel Center</div><div>
Students in classrooms when a teacher is out or there is a vacancy. Additionally,</div><div>
the Student Resource Teacher supports small groups of students or individual</div><div>
students that need extra support in their classes as identified by the Lead</div><div>
Teacher. The Student Resource Teacher is a floating teacher at The Goodwill</div><div>
Excel Center (GEC) who is assigned duties day to day and term to term to</div><div>
support the student needs as determined at the school site. This position is</div><div>
responsible and will be held accountable for behaving in accordance with</div><div>
organizational RISE values and expectations.</div>
Responsibilities:
<div><b>
Essential Duties and Responsibilities:</b></div><div>
1. Teaching either individuals or small groups of students within, or outside of general education classes based on substitute or coverage plan provided by the Director and/or Lead Teacher.</div><div>
2. Teaching lessons to support students in specific classrooms and classes (in person and on the virtual Teams platforms) based on substitute or coverage plan provided by the Director and/or Lead Teacher.</div><div>
3. Supporting the day-to-day building activities that support student learning such as support in classrooms, support in activities, support in transition times, and other daily operations needs as assigned by the Director and/or Lead Teacher.</div><div>
4. Facilitating tutoring support sessions with students on Fridays (during GEC&rsquo;s tutoring day).</div><div>
5. Grading student work as assigned by the Director and/or Lead Teacher.</div><div>
6. Collaborating with school staff to support individual student and classroom needs. This includes students with IEPs and 504s as well as students with varying academic abilities taking classes in person and also virtually.</div><div>
7. Collaborating and co-planning with the classroom teacher for assigned classes to support appropriate activities for the students in relation to the curriculum and course learning goals.</div><div>
8. Administration, including inputting classroom attendance, collecting student work, and supporting with student outreach as directed by the Director and/or Lead Teacher.</div><div>
9. Receiving in-service training to support instructional growth and development.</div><div>
10. Participating in instructional team meetings to support day-to-day learning outcomes and student needs.</div><div>
11. Other duties as assigned.</div><div></div><div><b><br>
Supervisory Responsibility:</b></div><div>
This position has no supervisory responsibilities.</div>
Qualifications:
<div><b>
Required Qualifications:</b></div><div>
1. Requires a Bachelor&rsquo;s Degree</div><div>
2. Experience working in a K-12 educations setting, adult education environment, and/or a related field, preferably in a classroom setting.</div><div>
3. Customer service focused.</div><div>
4. Strong organizational skills and attention to detail.</div><div>
5. Proficient with Microsoft Word, Excel, PowerPoint, email correspondence, and data entry.</div><div></div><div><b><br>
Preferred Qualifications</b></div><div>
1. 1+ years of teaching experience in K-12 education, adult education, and/or a related field.</div><div>
2. Experience teaching and working with adult students, especially in an urban setting.</div><div>
3. Experience with a virtual teaching and learning environment and platform.</div></div>

Student Resource Teacher

<div>Overview:
<div>
Instructors hold primary responsibility for the implementation and development of The Excel Center curriculum and the success of its students. Instructors are responsible for continuously improving curriculum and instruction through collaboration as part of the instructional team. Instructors will facilitate learning for students meeting students &ldquo;where they are&rdquo; and employing a student-centered approach. Instructors are expected to instruct with passion, creativity, and innovation with a student-centered approach. Instructors will serve as a member of the instructional team focused on excellent, high-quality educational service to all students. The position will meet standards-aligned educational objectives, school-wide goals, and creating intervention plans to meet student outcomes. Instructors will work with Academic Success Coaches and members of the Special Education Team to fully support students and create intervention plans and wrap around support plans. The position will support the school&rsquo;s motto: &ldquo;Relationships, Relevance, and Rigor&rdquo; and will be held accountable for behaving in accordance with divisional and organizational RISE values and expectations.</div>
Responsibilities:
<ul><li>Preparing and delivering daily, effective and engaging lessons to students who reflect a range of different ages and abilities. Strategies may include, but are not limited to, direct instruction, one-on-one instruction, seminars, self-paced lessons, and online learning environments. The GEC instructional model is an in-person learning model, however, instruction may be delivered through synchronous virtual instruction and/or hybrid instruction.</li><li>
Grading diagnostic, formative, and summative assessments and giving appropriate feedback. Maintaining records of students' progress and development through accurate and on-time grading and gradebook upkeep.</li><li>
Applying best practices in adult education, researching new topic areas, maintaining up-to-date subject knowledge, and devising and writing new curriculum materials when needed and/or as assigned by Lead Instructor based on school needs</li><li>
Selecting and using a range of different learning resources and equipment, including rich technology integration, to ensure high quality learning.</li><li>
Preparing students for passage of internal end of course assessments and external examinations (PARCC, ACT, iReady, SRI, etc.). Maintaining accurate student level assessment data and grades in collaboration with the Lead Instructor.</li><li>
Creating a classroom culture of learning focused on relationships, relevance, and rigor. Employing high quality classroom management in classroom to keep the focus on student learning. Utilizing and collaborating with members of the GEC team to support classroom needs.</li><li>
Participating in collaborative curriculum development, grade-level activities, and school-wide functions aimed at improving student retention, productivity, attendance, credit attainment, school culture, and new student orientation. Understanding student retention is the role of every staff member in the school and is increased through strong communication and excellent service.</li><li>
Communicating student grades and progress reports effectively, each week, with students and colleagues by maintaining an updated gradebook in PowerSchool. Collaborating with staff to ensure student success and identify intervention plans and/or individualized support plans as needed Providing weekly feedback in collaborative meetings with Academic Success Coaches on student progress.</li><li>
Using data to drive decisions and take action. Employing a &ldquo;data focused&rdquo; mindset around outcomes, interventions, and action steps.</li><li>
Working with Academic Success Coaches, members of the Special Education Team, and other Leadership staff to support students&rsquo; progress towards graduation and post-secondary planning.</li><li>
Attending all team and professional development meetings.</li><li>
Offering tutoring and other academic supports for students every week. Tutoring takes place on Fridays when students do not have class.</li><li>
Thinking creatively around ways to engage students in the class and school at large. Approaching student engagement and retention from a lens of innovation.</li><li>
Approaching each student with a unique lens and from a solution-oriented mindset.</li><li>
Other duties as assigned.</li></ul>
Qualifications:
<div><b>
Required Qualifications</b><b>:</b></div><br>
<div></div><ul><li>
Bachelor&rsquo;s Degree in Science, Math or STEM related field.</li><li>
 2 years of teaching experience in an urban setting or 5 terms (1 full year) of long-term substitute teaching at the Goodwill Excel Center.</li><li>
 Possesses the essential mindset that all students can succeed.</li><li>
 Drives to improve the outcomes and lives of students in and out of the classroom.</li><li>
 Exhibits resilience to persevere and create opportunities for students out of challenges and lessons learned.</li><li>
 Strong organizational skills; extremely careful attention to detail and follow-through.</li><li>
 Strong analytical and problem-solving skills; ability to analyze data for informed decision making.</li><li>
 Strong communication skills with ability to communicate direct feedback in a compelling way that empowers students to make immediate improvements.</li><li>
 Ability to work well in a team; ability to bridge and enhance professional learning communities.</li><li>
 Ability to create, monitor, and maintain systems that enhance instructional outcomes.</li><li>
 Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.</li><li>
 Effective presentation skills accompanied with inspiring stage presence.</li><li>
 Has working knowledge of computer programs to perform clerical tasks: Google Applications, Microsoft Office, Google Chrome, and Internet Explorer.</li></ul><div></div><div><b><br>
Preferred Qualifications</b></div><br>
<div></div><ul><li>
Master&rsquo;s degree in Teaching or Education, or a related field</li><li>
 Certification in respective teaching area as required by the Office of the State Superintendent.</li><li>
 3-5 years teaching experience in math and/or science.</li><li>
 Experience teaching in a high-needs community.</li><li>
 Experience with adult learners returning for a high school diploma.</li></ul></div>

Instructor STEM (Mathematics/Science)

Explore 160+ Pass program tutor ksb student in Washington this April. Find roles across top companies and apply now to boost your career.