program facilitator

Female Strong

<p><b>About Female Strong</b></p><p>Female Strong is dedicated to empowering young women through hands-on confidence-building programs, mentorship, and entrepreneurial exploration. Our programs give girls the mindset and skillset they need to become tomorrow&rsquo;s leaders.</p><p><b>Position Overview</b></p><p>Female Strong is seeking qualified Program Facilitators to support our signature camps and entrepreneurship programming throughout the year. This contract, as-needed role is ideal for educators, retired teachers, or undergraduate education students who are passionate about inspiring young women through experiential learning.</p><p>Facilitators will lead interactive activities, support guest speakers, and ensure an engaging, safe, and positive experience for participants. Training will be provided to ensure consistency across all programs.</p><ul><li><b>Commitment:</b> Seasonal, as-needed basis. Programs primarily occur on summer week-days or on school holidays and select Saturdays throughout the academic year.</li><li><b>Transportation:</b> Reliable personal transportation throughout the Greater Boston Area is required for program delivery and transport of materials. Mileage reimbursement is provided.</li><li><b>Compensation: $280 flat rate </b>per program<b>, </b>and <b>$35 an hour</b> for required trainings. Each camp averages 8 hours of on-site facilitation.</li></ul><p><b>Program Dates: </b>Availability for the following dates and general schedule is required to be considered for the role. Additional Camps to be scheduled, typically with 3-months notice.</p><ul><li>Tuesday, July 14, 8am-4pm (North Billerica, MA 01862)</li><li>Tuesday, July 28, 8am-4pm (Boston, MA 02116)</li><li>Thursday, August 6, 8am-4pm (Boston, MA 02110)</li><li>Monday, October 12, 8am-4pm (Boston, MA 02109)</li><li>Camps are typically scheduled for summer weekdays, Saturdays year-round, and dates of non-attendance for students.</li></ul><p><b>Primary Responsibilities</b></p><ul><li>Facilitate engaging, hands-on activities aligned with Female Strong&rsquo;s mission.</li><li>Support and guide students ages 8 -12 during each session or workshop.</li><li>Create an inclusive, encouraging environment for diverse groups of students.</li><li>Work closely with guest speakers, mentors, and program staff to ensure smooth program execution.</li><li>Assist with pre-program preparation (reviewing materials, understanding curriculum, materials pick-up).</li><li>Provide post-program feedback to improve future programming.</li><li>Store and transport materials for each program commitment.</li></ul><p><b>Qualifications</b></p><ul><li>Education students, current teachers, or retired educators are encouraged to apply.</li><li>At least 2 years of experience in teaching or program facilitation, particularly with diverse and varied audiences.</li><li>Strong ability to adapt to different learning styles and student needs.</li><li>Excellent communication and organizational skills.</li><li>Must have reliable personal transportation to various program locations in the greater Boston area.</li><li>Enthusiastic and positive attitude, with a strong commitment to the organizational mission.</li><li>Act as a Female Strong brand ambassador, representing the organization positively and energetically to constituents, parents, volunteers, and corporate partners.</li></ul><p><b>Why Join the Female Strong Team?</b></p><ul><li>Inspire and mentor the next generation of female leaders.</li><li>Gain hands-on facilitation experience in an impact-driven, nonprofit setting.</li><li>Flexible, contract-based work with competitive hourly pay.</li></ul><p><b>Female Strong Core Values:</b></p><ul><li>We Get It Done!</li><li>We Have a Growth Mindset</li><li>We Serve to Inspire</li></ul><p><b>Please Note:</b> This role is subject to a 90-day trial period, which includes successful completion of training and initial program facilitation. During training, performance and fit will be assessed. If the facilitator is not a fit based on performance, Female Strong reserves the right to end the contract at any time.</p><p>Job Types: Temporary, Contract</p><p>Pay: From $35.00 per hour</p><p>Benefits:</p><ul><li>Flexible schedule</li></ul><p>Application Question(s):</p><ul><li>Are you available on the dates listed on the application? </li></ul><p>Education:</p><ul><li>Bachelor's (Preferred)</li></ul><p>Experience:</p><ul><li>Youth Program Facilitation: 1 year (Required)</li></ul><p>Location:</p><ul><li>Boston, MA (Required)</li></ul><p>Ability to Commute:</p><ul><li>Boston, MA (Required)</li></ul><p>Work Location: On the road</p>

Program Facilitator - Independent Contractor

Choice Recovery

<p><b>Join a Team That&rsquo;s Transforming Behavioral Healthcare</b></p><p>At <b>Choice Health Integrated</b>, we practice <b>The Choice Way &ndash; Whole-Person, Whole-Life Wellness</b> &mdash; an integrated care model that treats the mind and body together while empowering individuals to build meaningful, sustainable lives.</p><p>We are seeking a dynamic, compassionate, and structured <b>IOP Group Facilitator</b> to lead therapeutic groups within our Intensive Outpatient Program. If you are passionate about recovery, skilled in group engagement, and energized by helping individuals build practical coping skills, this is your opportunity to make a measurable impact.</p><p><b>What You&rsquo;ll Do</b></p><p>✔ Facilitate structured IOP group sessions using evidence-based practices such as:</p><ul><li>Cognitive Behavioral Therapy (CBT)</li><li>Dialectical Behavior Therapy (DBT)</li><li>Motivational Interviewing</li><li>Trauma-informed care</li><li>Relapse prevention and coping skills training</li></ul><p>✔ Develop and implement engaging, curriculum-based group sessions<br/>✔ Maintain emotional safety and manage group dynamics effectively<br/>✔ Complete timely and compliant clinical documentation in the EHR<br/>✔ Collaborate with psychiatric providers, case managers, and clinical teams<br/>✔ Support crisis intervention and de-escalation when needed<br/>✔ Contribute to individualized treatment planning</p><p><b>Who You Are</b></p><ul><li>Peer Support Certified or Recovery Support Certified</li><li>Experience facilitating groups in IOP, outpatient, or substance use settings</li><li>Strong knowledge of CBT, DBT, addiction recovery, and trauma-informed care</li><li>Skilled in crisis management and professional boundary setting</li><li>Detail-oriented with strong documentation skills</li><li>Comfortable working in a fast-paced, team-based environment</li></ul><p><b>What Sets You Apart</b></p><ul><li>Experience with co-occurring disorders</li><li>Familiarity with ICD-10 and CPT documentation standards</li><li>Telehealth group experience</li><li>Passion for integrated care and recovery-oriented services</li></ul><p><b>Why Work at Choice Health Integrated?</b></p><p>⭐ Collaborative multidisciplinary team<br/>⭐ Growth-oriented leadership<br/>⭐ Mission-driven culture<br/>⭐ Opportunity to make measurable impact<br/>⭐ Competitive compensation</p><p>At Choice Health Integrated, we believe recovery is possible when individuals are supported holistically &mdash; mentally, physically, socially, and emotionally.</p><p>Job Type: Full-time</p><p>Pay: $19.00 - $25.00 per hour</p><p>Expected hours: 40 per week</p><p>Benefits:</p><ul><li>Paid time off</li></ul><p>People with a criminal record are encouraged to apply</p><p>Work Location: In person</p>

Group Facilitator

City of St. Joseph

<div><div><b>Position Title: Project Facilitator</b><br>
<b>Department: Public Works &amp; Transportation</b><br>
<b>Division: Streets</b><br>
<b>Salary: $45,897.00YR/ $22.06586HR</b></div>
<div><b>Closing Date: Until Filled
</b><br>
<br>
<b>Job Summary/Scope</b><br>
Tracks and responds to inquiries, complaints and work being performed in regard to street cuts, permits, sidewalks, driveways, trees, right of ways, code violations and other associated activities within City right-of-way. Maintains inventory and issues tools and safety-related items. No supervisory or budgetary responsibilities.<br>
<br>
<b>Essential Duties &amp; Responsibilities</b></div>
<ul><li>TRACKS street cuts, permits and barricade locations</li>
<li>INSPECTS street cuts, sidewalk and driveway construction.</li>
<li>INVESTIGATES complaints such as sidewalks, driveways, hazardous and/or low hanging trees, objects in right-of-way, code violations and other general complaints.</li>
<li>MAINTAINS purchase records.</li>
<li>ADMINISTERS the Sidewalk Program,</li>
<li>MAINTAINS inventory of all Radio communication equipment.</li>
<li>SCHEDULES &amp; CHAIRS monthly Utility Coordination meetings.</li>
<li>ANSWERS phone and questions from utility companies, contractors and citizens regarding utility cuts.</li>
<li>RESPONDS to water or gas main breaks, hazmat incidents or other emergency situations as directed by supervisor.</li>
<li>ASSISTS supervisors as needed including acting as the on-street supervisor and surveying streets during storms.</li>
<li>FOLLOWS UP as necessary in enforcing City Codes, including Superintendent-issued summons&rsquo;.</li>
<li>ACTS as Dispatcher as needed.</li>
<li>MAINTAINS Copiers in City Yards, cell phone accessories (chargers, cases, etc.) and computer peripherals (such as cables, keyboards, monitors, speakers, UPS Battery backup systems, etc. at City Yards).</li>
<li>RESPONDS when notified by Buchanan County Sheriff&rsquo;s Dept. and posts 24-hour eviction notices.</li>
<li>RESPONDS to city vehicle accidents to take photo evidence, prepares accident reports.</li>
<li>DELIVERS distribution and mail between designated facilities.</li>
<li>ACTS as point of contact for utility locate issues.</li>
</ul>
<div><br>
<b>Other Duties and Responsibilities</b></div>
<ul><li>PERFORMS other duties as assigned.</li>
</ul>
<div><br>
<b>Employee Behavior and Conduct</b><br>
City employees shall conduct themselves in a professional manner and shall exhibit and extend such professional conduct appropriate for the circumstances to those with whom they come into contact both internally and externally during the performance of their duties.<br>
<br>
<b>Employee Behavior and Conduct (Cont.)</b><br>
Examples of professional conduct include, but are not limited to, being communicative, informative, fair, honest, and respectful.<br>
<br>
<b>Required (Essential) Knowledge, Skills and Abilities</b></div>
<ul><li>SKILLS in the safe and efficient operations of equipment and machinery used in construction and maintenance of roadways.</li>
<li>KNOWLEDGE of concrete and asphalt work for inspection purposes.</li>
<li>KNOWLEDGE of general street construction procedures.</li>
<li>KNOWLDEDGE of applicable City codes, ordinances, regulations and other enforcement provisions or demonstrated ability to learn and enforce these regulatory requirements within the first six months of employment.</li>
<li>KNOWLDEDGE of City streets, electronic schematics, work zone safety and State and Federal Manuals on Uniform Traffic Control Devices.</li>
<li>ABILITY to read maps, drawings and blueprints.</li>
<li>KNOWLDEDGE of National Electrical Safety Code.</li>
<li>KNOWLDEDGE of computers and software products.</li>
<li>VALID Class A CDL with Tanker endorsement required.</li>
<li>REQUIRED to be on-call and/or carry a pager and respond to emergencies.</li>
<li>REQUIRED knowledge of Missouri One-Call regulations.</li>
<li>REQUIRED knowledge of ADA regulations as issued by U.S. Dept. of Justice.</li>
<li>SKILLS in Microsoft Office required and knowledge of asset management software preferred.</li>
</ul>
<div><br>
<b>Material and Equipment Directly Used</b><br>
Use of computer, copier/printer/scanner, telephone, two-way radios and various other office equipment. Drives light vehicles.<br>
<br>
<b>Working Environment/Physical Requirements</b><br>
Work is performed in a variety of settings ranging from an office environment to field work. Exposure to extreme weather conditions. Sit for long periods of time at computer terminal. Frequent walking, bending, reaching and stooping. Occasional lifting of up to 40 pounds.<br>
<br>
<b>Education</b><br>
High school diploma or equivalent required. Minimum one to three years&rsquo; of prior experience in a related field required.</div><br>
<div></div>
<div></div><div><div><b><i>All applicants must pass a drug screening and criminal background check prior to employment.</i></b></div>
<div><b><i>Any job offer made by the City is contingent upon the applicant passing the drug screening and background check.</i></b><br>
<b><i>AN EQUAL OPPORTUNITY EMPLOYER</i></b><br>
<b><i>The City is a governmental entity subject to Section 504 of the Rehabilitation Act of 1973,</i></b><br>
<b><i>which requires that otherwise qualified handicapped individuals be protected from discrimination.</i></b></div></div></div><div></div>

Project Facilitator

Presence

<p></p><div><p><b>About Presence</b></p>
<p>
As a trusted partner and advocate for clinicians since 2009, we offer our large community of remote providers access to an award-winning platform, assessment and therapy materials, continuing education, and networking opportunities to help them succeed. Through ongoing, clinically-led career resources and support, we&rsquo;re meeting the needs and creating career options for clinicians today&mdash;wherever they are.<br>
<br>
<b>Who is ideal for the Teletherapy Facilitator role?</b></p>
<p>
This role is ideal for those with an interest in k-12 education, special education, or related services roles, such as speech and language pathology, occupational therapy, counseling services, or school psychology services. This is an <b>on-site</b><b> and </b><b>in-person</b> role.</p>
<p><b>
Why is this role important?</b></p>
<p>
The Teletherapy Facilitator is vital to the success of our remote therapy and assessment sessions, acting as the critical, i<b>n-person</b> link between students, clinicians, teachers, and schools. Your role ensures seamless therapy and assessment sessions, supporting not just the student's success, but also enhancing the collaborative efforts between Presence and educational institutions.</p>
<p><b>
What Will You Do?</b></p>
<ul><li><p>
Escort students safely and efficiently from their in-person classroom to the designated therapy room and return them to class following their teletherapy session.</p></li><li><p>
Log students into the therapy room of the Presence platform.</p></li><li><p>
Communicate with clinicians about schedule changes that impact attendance, including unplanned absences, assemblies, field trips&hellip;etc.</p></li><li><p>
Act as the primary contact for scheduling and paperwork between clinicians and the rest of the educational team.</p></li><li><p>
Prepare the therapy computer and equipment, ensuring everything is operational.</p></li><li><p>
 Offer in-person support during therapy sessions by monitoring and observing the student, ensuring they remain engaged and on task. Assist the student according to the clinician&rsquo;s directions and communicate any pertinent observations or feedback to the clinician.</p></li><li><p>
Collaborate with the clinician to source and stage hands-on materials for therapy and assessments.</p></li></ul>
<p><b>
Core Components of the Role Include:</b></p>
<ul><li><p>
Student support: Ensure students are prepared and present for their therapy sessions, facilitating smooth transitions to and from therapy. Occasionally engage in sessions alongside students at the direction of clinicians depending on the student&rsquo;s level of need.</p></li><li><p>
Technology management: Manage and prepare all necessary technology and equipment.</p></li><li><p>
Communication: Serve as a key communicator between clinicians, teachers, and students in support of student Individualized Education Plans (IEP).</p></li><li><p>
Observation and assistance: Observe therapy sessions and assist students based on the clinician's instructions. Stage assessment materials and retain test security for special education evaluations with guidance from remote assessors.
</p></li></ul><p><b>What Are We Looking For?</b></p>
<ul><li><p>
Educational background: A high school diploma or equivalent; further education or certifications in education, technology, or related fields is beneficial.</p></li><li>
Skills:
<ul><li><p>Experience in educational support, technology assistance, or a related field.</p></li><li><p>
Strong organizational and communication skills.</p></li><li><p>
Proficiency with technology; familiarity with educational technology is a plus.</p></li><li><p>
Reliable, punctual, and adaptable.
</p></li><li><p>Supportive and patient demeanor.
</p></li><li><p>Ability to work effectively with children and professionals.</p></li><li><p>
Effectively communicates by email and manages multiple schedules.
</p></li><li><p>Can create environments conducive to therapy and evaluations.</p></li></ul></li><li><p>
Transportation: Ability to travel between school locations within designated district (including some same-day travel between multiple sites)</p></li></ul><div></div><p><b><br>
Just so you know</b></p>
<ul><li>
All your information will be kept confidential according to Equal Employment Opportunity guidelines</li><li>
Compensation is $17.00 per hour</li></ul></div><p></p>

Deland, FL - Teletherapy Facilitator (on-site)- Sourcing

Howard County Public School System

<div><p><b>ABOUT US
</b></p><p>The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!
</p><p></p><p><b>ABOUT THE APPLICATION PROCESS
</b></p><p>Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. <b>Once your application has been submitted, you will not be able to add documentation or make any changes.
</b></p><p></p><p>Please note that application submission will be available only through 11:59 PM <b>on the date </b><b>p </b><b>rior to </b>the indicated end date. If no end date is indicated, the posting will remain open indefinitely .
</p><p></p><p>Job Posting End Date:
</p><p></p>03-10-2026
<p></p><p><b>Reminder: Current permanent </b><b>and temporary </b><b>employees must apply through the </b><i>Jobs Hub </i><b>in Workday, not the external career site.
</b></p><p></p><p><b>DESCRIPTION
</b></p><p></p><p>Under the direction of the Directors of Special Education and the Coordinator of Specialized Programming, the Instructional Facilitator will provide instructional and technical assistance to school staff working in specialized programs from K-12 including Cedar Lane School. Their primary focus will be ensuring consistent, high-quality implementation of specially designed instruction, behavioral supports, and compliance regulations across schools through observations, professional learning and job embedded coaching.
</p><p></p><p>This position has an anticipated start date during the current school year. Applicants currently employed with another Maryland public school system are responsible for verifying eligibility for release for this non-supervisory position if selected.
</p><p></p><p><b>MINIMUM QUALIFICATIONS
</b></p><p></p><p><b>Applicants must meet all qualifications below to be considered for the vacancy.
</b></p><p></p><p><b>Education:
</b></p><ul><li><p>Master's degree from an accredited college or university in Education, Special Education, Curriculum and Instruction or a related field.
</p></li></ul><p></p><p><b>Certification/Licensure:
</b></p><p><i>Priority will be given to applicants who:
</i></p><ul><li><p>Hold a current Maryland State Department of Education (MSDE) professional certificate or license in each of the areas below at the time of application:
</p><ul><li><p>Generic Special Education (any age/grade band)
</p></li><li><p>Administrator I, Administrator II, or Supervisors of Instruction, Assistant Principals and Principals
</p></li></ul></li></ul><p></p><p><i>Applicants may be considered who:
</i></p><ul><li><p>Hold a current MSDE professional certificate or license and will complete all requirements for the Supervisors of Instruction, Assistant Principals, and Principals endorsement by the position effective date.
</p></li><li><p>Hold a current out-of-state educator certificate or license and are eligible for MSDE licensure with the appropriate endorsements in special education and Supervisors of Instruction, Assistant Principals and Principals.
</p></li></ul><p></p><p>Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.
</p><p></p><p><b>Experience:
</b></p><ul><li><p>Five years of instructional experience as a licensed professional in specialized special education programs (e.g., regional, self-contained, non-public, public separate day school).
</p></li><li><p>Three years of experience leading beyond the classroom or evidence of leadership roles or leading programs or projects.
</p></li></ul><p></p><p><b>PREFERRED QUALIFICATIONS
</b></p><p></p><p>The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don&rsquo;t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.
</p><p></p><ul><li><p>Leadership experience in a central office role with broad oversight over projects, processes, or people across schools and offices and decision-making with a district-wide lens.
</p></li><li><p>Experience serving students at both the elementary and secondary levels in at least two specialized program types (e.g., regional, self-contained, non-public, public separate day school).
</p></li><li><p>Experience supporting several schools at one time.
</p></li><li><p>Experience developing and conducting professional learning for a variety of school staff to support special education students.
</p></li></ul><p></p><p><b>ESSENTIAL POSITION RESPONSIBILITIES
</b></p><p></p><p>The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.
</p><p></p><ul><li><p>Provides direct support to administrators and special education teams that have specialized programming. This includes data analysis to improve teaching and learning, solving issues identified by staff and parents within assigned schools, and supporting discussions and determinations of eligibility for the alternative framework standards.
</p></li><li><p>Designs, implements, and evaluates professional learning sessions aligned with staff needs including coaching administrators and staff on implementing special education procedures and processes such as IEP team meetings as appropriate.
</p></li><li><p>Directs and coordinates the work of special education resource teachers and behavior team members to improve outcomes for students with disabilities in specialized programs. Approves and monitors funding to support materials of instruction and field trips as needed.
</p></li><li><p>Supports the full continuum of services for students who have IEPs, including promoting meaningful inclusion of students with disabilities in general education classrooms as possible.
</p></li><li><p>Engages in formal procedures including teacher/staff observation/evaluation, provides input to develop procedures to assure compliance with local, state, and federal regulations and prepares staffing records, budgets, grants, reports, and other essential documents as requested.
</p></li></ul><p></p><p><b>ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES
</b></p><p></p><ul><li><p>Deep understanding of IDEA, Section 504, and state-specific regulations to ensure all IEP processes and alternative framework standards meet legal requirements.
</p></li><li><p>Familiarity with general education curricula and the specific criteria for &quot;alternative framework standards&quot; for students with significant cognitive disabilities.
</p></li><li><p>Knowledge of evidence-based strategies for specialized programming, including Universal Design for Learning (UDL) and Applied Behavior Analysis (ABA).
</p></li><li><p>Understanding of how to interpret standardized testing, progress monitoring, and behavioral data to drive school-wide improvement and student outcomes.
</p></li><li><p>Knowledge of budgeting, grant management, and staffing ratios within a school district.
</p></li><li><p>Ability to design and deliver professional development that translates complex regulations into actionable classroom practices for teachers and support staff.
</p></li><li><p>Proficiency in directing the work of resource teachers and behavior teams, including conducting formal performance evaluations and observations.
</p></li><li><p>Ability to navigate high-stakes &quot;problem-solving&quot; discussions with parents and staff to reach a consensus on student needs.
</p></li><li><p>Proficiency in drafting formal reports, grant applications, and staffing records that are accurate and audit-ready.
</p></li><li><p>Ability to evaluate the effectiveness of specialized programs and pivot strategies to improve student outcomes.
</p></li><li><p>Ability to support multiple school sites, each with unique demographics and challenges, while maintaining high standards of compliance.
</p></li><li><p>Ability to explain complex eligibility determinations and framework standards to diverse audiences, including parents, in an empathetic and clear manner.
</p></li></ul><p></p><p><b>APPLICATION REQUIREMENTS
</b></p><p></p><p>Complete applications must be submitted, and once your application has been submitted, you will not be able to add documentation or make any changes. Incomplete applications will not be considered. Resumes will not be accepted in lieu of a completed application.
<br>
<br>
<b>Supplemental Application Questions
</b></p><p>This position requires applicants to provide responses to the below supplemental application questions to determine whether you meet the minimum and preferred qualifications. <b>Please upload your responses in a separate file to the supplemental application questions section of the application.
</b></p><p></p><p>1) Please list the positions you have held as a licensed professional in a specialized special education program, and for each, identify the program type and specific student grade levels served.
</p><p></p><p>2) Please identify your experiences leading beyond the classroom, holding leadership roles, or leading programs or projects. Describe the scope of your leadership, oversight, and decision-making and the impact of your leadership on student achievement.
</p><p></p><p>3) Please describe any experience you possess supporting several schools at one time. Identify the position you held in which you gained this experience.
</p><p></p><p>4) Please describe any experience you possess developing and conducting professional learning for a variety of school staff to support special education students. Identify the position you held in which you gained this experience as well as the topic(s), audience, delivery method, and impact on student achievement.
</p><p></p><p><b>SELECTION CRITERIA
</b></p><p></p><p>Applicants who meet the minimum qualifications will be included in further evaluation. Interviews will be limited to those applicants who, in addition to meeting the basic requirements, have experience and education which most closely match the position qualifications and the needs of the school system.
</p><p></p><p><b>EMPLOYMENT INFORMATION
</b></p><p></p><p><b>Compensation
</b></p><p>This is a 12-month per year position in the Howard County Association of Supervisors and Administrators (HCASA). The current salary range for this position is in the Grade II lane on the Central Office Administrators salary scale. Actual placement will be in accordance with the salary procedures of the Howard County Public School System and the HCASA Master Agreement which considers relevant prior experience. Under the Fair Labor Standards Act, this position is <b>exempt </b>from overtime.
</p><p></p><p><b>Telework Program
</b></p><p>This position is eligible to participate after the first 60 working days of employment. Telework schedules will be subject to approval and determined by the department and/or supervisor.
</p><p></p><p><b>Retirement
</b></p><p>Membership in the Maryland State Retirement Agency (MSRA) pension plan is a mandatory condition of employment for all employees who meet the eligibility and membership criteria defined in the State Personnel and Pensions Article and the Code of Maryland Regulations (COMAR). A qualifying employee cannot reject membership, nor can an ineligible employee elect membership. The annual contribution to the pension plan will be 7% of an employee&rsquo;s annual salary.
</p><p></p><p><b>Benefits
</b></p><p>HCPSS offers a comprehensive benefits package for eligible employees. Information about additional benefits such as paid time off can be found in the negotiated agreement for employees in this bargaining unit.
</p><p></p><p><b>Pre-Employment Requirements
</b></p><p>Professional references will be contacted prior to any offer of employment. Recommended candidates will be required to provide references from current and recent supervisors.
</p><p></p><p>All employees, regular and temporary, must be fingerprinted, have a criminal background investigation completed, and successfully complete the Maryland Employment History Review, pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland. In addition, some positions will require completion of a physical examination and/or drug testing.
</p><p></p><p>Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the United States. HCPSS participates in E-Verify and does not offer employee sponsorship.
</p><p></p><p><b>For questions regarding this posting, please contact Sandy Saval at </b><b>sandy_saval@hcpss.org </b><b>.
</b></p><p></p><p><b>EQUAL OPPORTUNITY EMPLOYER
</b></p><p>To request an accommodation during the application or interview process due to a documented disability, please email humanresources@hcpss.org .<br>
</p><p><br>
HCPSS celebrates diversity and is committed to creating an inclusive environment for all employees and applicants and prohibits discrimination, harassment, and retaliation of any kind. HCPSS is committed to the principle of equal employment opportunity for all employees in providing them with a work environment free of discrimination and harassment. All employment decisions at HCPSS are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, veteran status or present military service, family medical history or genetic information, family or parental status, or any other characteristic protected by federal, state or local laws.</p></div><p></p>

Instructional Facilitator, Special Education, Specialized Programming

1199 SEIU

<div><div><div><div><div>Requisition #:
</div><div><b>13924CCC</b></div>
</div><div><div># of openings:
</div><div><b>5</b></div>
</div><div><div>Employment Type:
</div><div><b>Part time</b></div>
</div><div><div>Position Status:
</div><div><b>Seasonal</b></div>
</div><div><div>Category:
</div><div><b>Non-Bargaining</b></div>
</div><div><div>Workplace Arrangement:
</div><div><b>In-Office</b></div>
</div><div><div>Fund:
</div><div><b>1199SEIU Child Care Corporation</b></div>
</div><div><div>Job Classification:
</div><div><b>Non-Exempt</b></div>
</div>
</div></div><div><p><b>About the Program</b><br>
The Youth Mentoring Program (YMP) is a unique employment and professional development program for the high school age children of eligible 1199SEIU members. It is the aim of the program to expose youth to the many opportunities available in the health care professions and encourage them to pursue the educational paths that will lead to employment in the field. The program supports youth in developing life skills, such as financial literacy, decision making, goal setting, social emotional learning concepts, and time management.</p><p>
Prior to the start of the summer work experience, Site Supervisors participate in pre-program staff development activities. These activities include required program meetings and staff trainings.</p><p><b>
 Working Schedule</b>:</p><ul><li><b>Saturday&rsquo;s (June 6th and June 20th) &ndash; Required in-person trainings</b></li><li><b>The summer schedule - Monday, July 6, 2025, through Thursday, August 13, 2026, 8:30 am to 4:30 pm &ndash; at assigned hospital or nursing home.</b></li><li><b>Staff are required to be available for the entire 6-week summer program.</b></li></ul><p><br>
The Site Supervisor is responsible for providing daily supervision, guidance, and instruction to an assigned group of participants. The Site Supervisor will facilitate the Professional Development Seminars and provide instruction from an approved curriculum. Site Supervisors work closely with their assigned Regional Coordinator and YMP administrative staff regarding on-site implementation, seminar facilitation, administrative operations, and supporting participant needs.<br>
The Site Supervisor is specifically responsible for the maintenance and accuracy of program attendance, weekly reports, daily lesson plans, and management of all program operations in accordance with 1199SEIU Child Care Corporation Youth Mentoring Program protocol.</p><div><b>
Essential Duties of the Site Supervisor</b><br>
<ul><li>Responsible for the implementation of the YMP program and oversight of their assigned participants at their host hospital or nursing home</li><li>Facilitate the Professional Development Program seminars and provide instruction based on the approved curriculum</li><li>Lead interns in health care related research</li><li>Foster positive working relationships with participants, YMP staff, and institutional contacts</li><li>Foster positive relationships with participant site mentors and unit supervisors</li><li>Diffuse and manage challenging situations between participants and site staff</li><li>Monitor program attendance processes including tracking absent interns</li><li>Ensure proper dress code of all interns</li><li>Create and submit activities/lesson plans for review as requested</li><li>Complete Weekly Activity Sheets to reflect participant progress and session feedback</li><li>Meet each intern on a regular basis to support and monitor their progress</li><li>Conduct participant evaluation process</li><li>Discuss issues, concerns related to the intern with their assigned Regional</li></ul>
 Coordinators and YMP administrative staff (as necessary)<br>
<ul><li>Attend all staff training and meetings</li><li>Identify resources and guest speakers to serve as career role models for professional development</li><li>Perform other duties as assigned</li></ul></div><div><b>
Education &amp; Qualifications</b><br>
<ul><li>Bachelor's degree preferred</li><li>Minimum of 3 years previous work experience with youth aged 14 &ndash; 18-year-old; group/workshop facilitation a plus</li><li>Strong teaching, counseling, and youth development experience</li><li>Strong group/class management experience</li><li>Workshop planning, implementation, and facilitation experience</li><li>Ability to connect with youth, diffuse conflicts, mediate resolution of conflicts, and provide support to participants necessary</li><li>Familiarity with social, emotional, learning, and executive function concepts</li><li>Excellent communication and people skills</li><li>Demonstrated ability to work independently and with a variety of stakeholders</li><li>Familiar with trends in youth development, workplace literacy, healthcare, and cultural competency</li></ul></div></div></div><p></p>

Site Supervisor/Teacher

<div><div><div><div><div>Requisition #:
</div><div><b>13925CCC</b></div>
</div><div><div># of openings:
</div><div><b>5</b></div>
</div><div><div>Employment Type:
</div><div><b>Part time</b></div>
</div><div><div>Position Status:
</div><div><b>Seasonal</b></div>
</div><div><div>Category:
</div><div><b>Non-Bargaining</b></div>
</div><div><div>Workplace Arrangement:
</div><div><b>In-Office</b></div>
</div><div><div>Fund:
</div><div><b>1199SEIU Child Care Corporation</b></div>
</div><div><div>Job Classification:
</div><div><b>Non-Exempt</b></div>
</div>
</div></div><div><p><b>About the Program</b><br>
The Youth Mentoring Program (YMP) is a unique employment and professional development program for the high school age children of eligible 1199SEIU members. It is the aim of the program to expose youth to the many opportunities available in the health care professions and encourage them to pursue the educational paths that will lead to employment in the field. The program supports youth in developing life skills, such as financial literacy, decision making, goal setting, social emotional learning concepts, and time management.</p><p>
Prior to the start of the summer work experience, Site Supervisors participate in pre-program staff development activities. These activities include required program meetings and staff trainings.</p><p><b>
 Working Schedule</b>:</p><ul><li><b>Saturday&rsquo;s (June 6th and June 20th) &ndash; Required in-person trainings</b></li><li><b>The summer schedule - Monday, July 6, 2025, through Thursday, August 13, 2026, 8:30 am to 4:30 pm &ndash; at assigned hospital or nursing home.</b></li><li><b>Staff are required to be available for the entire 6-week summer program.</b></li></ul><p><br>
The Site Supervisor is responsible for providing daily supervision, guidance, and instruction to an assigned group of participants. The Site Supervisor will facilitate the Professional Development Seminars and provide instruction from an approved curriculum. Site Supervisors work closely with their assigned Regional Coordinator and YMP administrative staff regarding on-site implementation, seminar facilitation, administrative operations, and supporting participant needs.<br>
The Site Supervisor is specifically responsible for the maintenance and accuracy of program attendance, weekly reports, daily lesson plans, and management of all program operations in accordance with 1199SEIU Child Care Corporation Youth Mentoring Program protocol.</p><div><b>
Essential Duties of the Site Supervisor</b><br>
<ul><li>Responsible for the implementation of the YMP program and oversight of their assigned participants at their host hospital or nursing home</li><li>Facilitate the Professional Development Program seminars and provide instruction based on the approved curriculum</li><li>Lead interns in health care related research</li><li>Foster positive working relationships with participants, YMP staff, and institutional contacts</li><li>Foster positive relationships with participant site mentors and unit supervisors</li><li>Diffuse and manage challenging situations between participants and site staff</li><li>Monitor program attendance processes including tracking absent interns</li><li>Ensure proper dress code of all interns</li><li>Create and submit activities/lesson plans for review as requested</li><li>Complete Weekly Activity Sheets to reflect participant progress and session feedback</li><li>Meet each intern on a regular basis to support and monitor their progress</li><li>Conduct participant evaluation process</li><li>Discuss issues, concerns related to the intern with their assigned Regional</li></ul>
 Coordinators and YMP administrative staff (as necessary)<br>
<ul><li>Attend all staff training and meetings</li><li>Identify resources and guest speakers to serve as career role models for professional development</li><li>Perform other duties as assigned</li></ul></div><div><b>
Education &amp; Qualifications</b><br>
<ul><li>Bachelor's degree preferred</li><li>Minimum of 3 years previous work experience with youth aged 14 &ndash; 18-year-old; group/workshop facilitation a plus</li><li>Strong teaching, counseling, and youth development experience</li><li>Strong group/class management experience</li><li>Workshop planning, implementation, and facilitation experience</li><li>Ability to connect with youth, diffuse conflicts, mediate resolution of conflicts, and provide support to participants necessary</li><li>Familiarity with social, emotional, learning, and executive function concepts</li><li>Excellent communication and people skills</li><li>Demonstrated ability to work independently and with a variety of stakeholders</li><li>Familiar with trends in youth development, workplace literacy, healthcare, and cultural competency</li></ul></div></div></div><p></p>

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