student support specialist

Kentucky Community and Technical College System

<div></div><div><div><div><div><div><ul><li>496553
</li> </ul></div><div></div><div><ul><li>Hazard
</li> </ul></div><div></div><div><ul><li>Staff
</li> </ul></div><div></div><div><ul><li>Full-time
</li> </ul></div><div></div><div><ul><li>Hazard Community &amp; Technical College
</li> </ul></div></div><div></div><div><div><div>ADD TO FAVORITES
</div></div> <div></div><div>VIEW FAVORITES
</div>
</div><div><p><b>Title:</b> Student Support Specialist III (Prison Education Program)</p>
<p><b>
Salary Range:</b> $$41,880</p>
<p><b>
Contract Term Length:</b> 12 Months</p>
<p><b>
Standard Hours: </b>37.5</p>
<p><b>
Work Location: </b>On-Site</p>
<p><b>
FLSA Status:</b> Non-Exempt</p>
<p><b>
College:</b> Hazard Community &amp; Technical College</p>
<p><b>
Campus Location:</b> Hazard Community College</p>
<p><b>
Department:</b> Academic Services</p>
<p><b>
Total Rewards</b></p>
<p>
Hazard Community &amp; Technical College offers a competitive benefits package and an attractive work environment that supports excellence, innovation, and creativity, including:</p>
<ul>
<li>Exceptional health care, vision, and dental coverage for you and your family</li>
<li>Tuition reimbursement/waiver for you, your spouse, and dependents</li>
<li>403(b) retirement plan: a 5% employee contribution receives a 10% employer match</li>
<li>Vacation/Sick Time</li>
<li>Work-Life Balance</li>
<li>9.5 Paid Holidays</li>
<li>2 Weeks Institutional Closing Pay (Last 2 weeks of December) for qualifying positions</li>
<li>Employee Assistance Program</li>
</ul>
<p><b>Job Summary</b></p>
<p>
HCTC is seeking motivated and passionate applicants (from Breathitt, Lee, Owsley, and Wolfe counties) for the Student support Specialist III (Prison Education Program) position. Applicants from other counties welcome to apply. The PEP Specialist will provide day-to-day program/student support for the Lee Adjustment Center Prison Program in Lee County, Kentucky. The PEP Specialist will work to build and sustain a rapport with incarcerated students, facilitate and support student learning, assist in completion of college application and financial aid documents, complete student reporting, provide college support, and collaborate with Department of Corrections staff ensuring program continuation. This is not a remote position.</p>
<p><b>Job Duties:</b></p>
<p>
Recruitment/Retention of PEP Students: work with Admissions/Recruitment/ Financial Aid team to coordinate recruitment events to ensure completion of FAFSA, HCTC Application, and Registration forms (include mailing and data entry of student applications/registration forms working with faculty/deans). Assist with federal and state report requirements and maintain required financial and student records.<br>
<br>
PEP Student College Support: Meets weekly/bi-weekly with all PEP students. Provides advocacy for students with faculty. Maintain regular interaction and engagement with PEP students and staff. Maintaining at least 3 days onsite at the LAC facility. Ensures all PEP students appear on rosters correctly. Provides tutoring support/connections, disability support with ADA office, and DOC IT staff for any technical issues.
<br>
<br>
Collaboration and Communication: Keeps all parties informed through intrusive communication (faculty of PEP courses, DOC/jail officials, PEP students, College personnel, and others) to ensure student support with any concerns, issues, or additional assistance in enrolled courses. Participate in all related PEP meetings. Assists the CAO with all applicable standards including MOAs, MOUs, faculty credentialling files, and off-site visits.<br>
<br>
Professional Development: Attend required Department of Corrections Training and facility trainings, all updated training as needed; attends college related training; and other specific training related to the position. Provide workshops about PEP to college population for greater understanding.<br>
<br>
All other duties as assigned</p><br>
<p><b>Minimum Qualifications:</b></p>
<p>
Bachelor's degree in criminal justice, Case Management, Social Work and 1-2 years of experience or equivalent of education and years of experience.</p><br>
<p><b>Preferred Qualifications:</b></p>
<p>
Master's degree in criminal justice, Case Management, Social Work or equivalent and 3 to 4 years relevant experience.</p><br>
<p><b>Additional Skills Requested:</b></p>
<p>
Communication and organization skills are critical to the position.</p><br>
<p><b><i>Employee Rights - </i></b><i>Employee Polygraph Protection Act</i></p>
<p><b><i>
Equal Opportunity Employer - </i></b><i>The Kentucky Community and Technical College System is an equal educational and employment opportunity institution.</i></p></div></div></div></div>

Student Support Specialist III (Prison Education Program)

<div></div><div><div><div><div><div><ul><li>496552
</li> </ul></div><div></div><div><ul><li>Hazard
</li> </ul></div><div></div><div><ul><li>Staff
</li> </ul></div><div></div><div><ul><li>Full-time
</li> </ul></div><div></div><div><ul><li>Hazard Community &amp; Technical College
</li> </ul></div></div><div></div><div><div><div>ADD TO FAVORITES
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</div><div><p><b>Title:</b> Student Support Specialist I (Dual Credit Navigator)</p>
<p><b>
Salary Range:</b> $$ 31,680.00 annually, but may be higher with education/experience</p>
<p><b>
Contract Term Length:</b> 12 Months</p>
<p><b>
Standard Hours: </b>37.5 per week</p>
<p><b>
Work Location: </b>On-Site</p>
<p><b>
FLSA Status:</b> Non-Exempt</p>
<p><b>
College:</b> Hazard Community &amp; Technical College</p>
<p><b>
Campus Location:</b> Hazard Community College</p>
<p><b>
Department:</b> Student Services</p>
<p><b>
Total Rewards</b></p>
<p>
Hazard Community &amp; Technical College offers a competitive benefits package and an attractive work environment that supports excellence, innovation, and creativity, including:</p>
<ul>
<li>Exceptional health care, vision, and dental coverage for you and your family</li>
<li>Tuition reimbursement/waiver for you, your spouse, and dependents</li>
<li>403(b) retirement plan: a 5% employee contribution receives a 10% employer match</li>
<li>Vacation/Sick Time</li>
<li>Work-Life Balance</li>
<li>9.5 Paid Holidays</li>
<li>2 Weeks Institutional Closing Pay (Last 2 weeks of December) for qualifying positions</li>
<li>Employee Assistance Program</li>
</ul>
<p><b>Job Summary</b></p>
<p>
The Student Support Specialist I will provide admissions information to prospective students, direct communication between college and prospective students, provide community outreach and provide academic and career counseling. This applicant pool will be reviewed for the Knott, Leslie, Breathitt and Lee County Area Technology Centers.
<br>
Note: position is funded by grant dollars.</p>
<p><b>Job Duties:</b></p>
<div>
Duties to include, but not be limited to:<br>
<ul><li>Provide admissions and academic counseling for dual-enrolled high school students and prospective students visiting the dual credit hubs at the area high schools.</li><li>Advises new students on academic processes and generalized direction to enhance academic success.
</li><li>Assists in advising dual credit students at high schools and local Area Technology Centers (ATC).</li><li>Assists with the implementation of pathways, course requests and adjunct faculty communication at assigned area high schools.
</li><li>Responsible for outreach to high schools, middle schools, community agencies and employers to assist in recruiting students to the college, attending high school orientation days and other high school recruiting events.
</li><li>Registers new and returning students and provides orientation support online services including Blackboard, student portals and student records.
</li><li>Responsible for maintaining student data entry and required data reporting.</li><li>Assists Admission personnel with enrollment events and registration.
</li><li>Coordinates academic advising appointments for dual credit students at the beginning of each semester, assisting students in filling out FAFSA forms and scholarships.</li><li>Connects dual credit students with tutoring opportunities, success coaches and HCTC services.
</li></ul>Other duties as assigned.</div>
<p><b>Minimum Qualifications:</b></p>
<p>
Bachelor's degree with one year experience, or equivalent.</p>
<p><b>Preferred Qualifications:</b></p><br>
<p></p>
<p><b>Additional Skills Requested:</b></p><br>
<p></p>
<p><b><i>Employee Rights - </i></b><i>Employee Polygraph Protection Act</i></p>
<p><b><i>
Equal Opportunity Employer - </i></b><i>The Kentucky Community and Technical College System is an equal educational and employment opportunity institution.</i></p></div></div></div></div>

Student Support Specialist I (Dual Credit Navigator)

Mid-Pacific Institute

<div><div><p>Become a part of a community of dedicated individuals.</p>
<p>At Mid-Pacific, our employees are one of our greatest strengths. Our goal is to recruit and retain the most qualified individuals based on how their experience and skills mesh with the school&rsquo;s mission and vision. Mid-Pacific employees are progressive, innovative and always place student needs first.</p>
<p>Mid-Pacific recognizes that in order to prepare our students for a rapidly changing world, our employees must reflect specific skills and practices required for this century: an ethical approach to collaboration and communication, critical thinking and problem solving, and assessing and analyzing information. These necessary skills are equally matched by the need to adopt creativity and imagination, entrepreneurship, and cross-cultural approaches to our everyday interactions. The exceptional faculty and staff at Mid-Pacific help our students realize their full potential as innovators, artists, and individuals.</p>
<div>Interested in applying? If so, we invite you to apply to join the Mid-Pacific &lsquo;ohana.</div></div></div>
<br><div><p><b>Salary Range:</b> $65,000 - $85,000 Annually</p>
<p><b>JOB SUMMARY</b></p>
<p>With dedication to academic excellence, innovation, and inclusivity, Mid-Pacific provides a dynamic and enriching learning environment for our diverse student body. We are committed to supporting all of our students' learning and acknowledging the presence, as well as the potential, of neurodiversity in our community. Our aim is to personalize support for students with diverse learning needs while building institutional capacity to effectively serve neurodiverse learners. The Learning Support Specialist serves as the school's subject matter expert in learning differences, accommodation planning, intervention design, and faculty consultation, ensuring that students receive appropriate support while advancing inclusive instructional practices across the Middle and High School.
</p><p><b>ESSENTIAL DUTIES AND RESPONSIBILITIES </b>include the following. Other duties may be assigned.</p>
<p><b>Learning Support Planning and Consultation</b></p>
<ul><li>Conduct comprehensive reviews of psychoeducational evaluations, diagnostic reports, and educational records to identify barriers to learning and recommend appropriate accommodations, interventions, and support plans.</li>
<li>Develop individualized learning support plans that align with diagnostic findings and school-based observations.</li>
<li>Provide strategic consultation to faculty regarding instructional approaches, executive functioning supports, and classroom accommodations.</li>
<li>Design and coordinate evidence-based intervention plans implemented collaboratively by teachers, advisors, counselors, and support personnel.</li>
<li>Provide short-term, targeted coaching focused on executive functioning, self-advocacy, metacognitive strategies, and accommodation utilization. The Learning Specialist is not intended to provide ongoing subject-specific tutoring or replace classroom instruction.</li>
<li>Utilize assessment data, including formal diagnostic assessments and progress monitoring tools to design and implement targeted interventions.</li>
<li>Provides in-person support and service.
</li></ul><p><b>Assessment</b></p>
<ul><li>Interpret psychoeducational evaluations, neuropsychological reports, speech-language assessments, and other specialized diagnostic data to determine educational implications.</li>
<li>Collaborate with deans, counselors, administration, and other faculty in multidisciplinary Student Support Team meetings by providing expertise regarding learning differences, accommodations, and intervention design.</li>
<li>Develop written accommodation recommendations and support plans based on diagnostic evidence and educational performance.</li>
<li>Serve as the MS and HS primary liaison with outside evaluators, educational psychologists, and clinical providers regarding student learning needs.</li>
</ul>
<p><b>Resource Coordination</b></p>
<ul><li>Lead the coordination of Middle School and High School learning support services and facilitate collaboration among teachers, counselors, advisors, deans, families, and external providers.</li>
<li>Support student transitions between grade levels and divisions by ensuring continuity of accommodations, support plans, and communication among relevant stakeholders.</li>
<li>Develop systems for monitoring accommodation implementation and intervention effectiveness across grade levels.</li>
<li>Recommend and oversee adoption of evidence-based assistive technologies and specialized learning supports.</li>
</ul>
<p><b>Progress Monitoring</b></p>
<ul><li>Establish measurable goals and monitoring protocols for students receiving learning support services.</li>
<li>Analyze longitudinal student performance data to evaluate intervention effectiveness and make recommendations for adjustments.</li>
<li>Prepare formal reports summarizing student progress, accommodation effectiveness, and recommendations for continued support.</li>
<li>Communicate with teachers, deans, parents, and outside providers about progress and shifts in support plans.
</li><li>Support students in understanding their learning profiles, advocate appropriately for accommodations, and utilize effective learning strategies that promote increasing independence.</li>
</ul>
<p><b>Parent Engagement</b></p>
<ul><li>Serve as the primary school contact regarding evaluations, accommodations, learning support services, and intervention planning.</li>
<li>Guide families through diagnostic evaluation referrals, accommodation procedures, and available support resources.</li>
<li>Facilitate collaborative meetings involving parents, faculty, administrators, and external providers to develop coordinated support plans.</li>
</ul>
<p><b>Accommodation and Accessibility Management</b></p>
<ul><li>Serve as the school's designated expert regarding accommodation eligibility and documentation requirements for College Board, ACT, International Baccalaureate, and other standardized testing organizations.</li>
<li>Work with Testing Coordinator to submit Learner Profile for standardized testing to include PSAT/SAT/IB testing</li>
<li>Review diagnostic documentation and determine accommodation requests consistent with external agency guidelines.</li>
<li>Prepare, submit, and monitor accommodation applications and appeals.</li>
<li>Maintain compliance with testing regulations and accommodation documentation requirements.</li>
<li>Provide training to faculty regarding approved accommodations and accessibility supports.</li>
</ul>
<p><b>Data Management</b></p>
<ul><li>Maintain detailed records of student interventions, progress and outcomes.
</li><li>Work closely with the Testing Coordinator to ensure accurate and timely submission of student applications for accommodations for the PSAT, SAT, International Baccalaureate, and other standardized tests.
</li></ul><p><b>Professional Development</b></p>
<ul><li>Design and deliver ongoing professional learning programs related to neurodiversity, Universal Design for Learning (UDL), executive functioning, accommodations, differentiated instruction, and inclusive educational practices.</li>
<li>Serve as a thought partner to school leaders and faculty in developing systems that support diverse learners.</li>
<li>Provide coaching and consultation to faculty regarding complex student learning profiles and instructional challenges.</li>
<li>Remain current with research on neurodiversity and best practices in supporting students with learning differences.</li>
<li>Disseminate pertinent information and conduct training for faculty on working with neurodivergent students.</li>
</ul><h2 class="jobSectionHeader"><b>Learning Support Program Leadership</b></h2>
<ul><li>Lead the continuous improvement of Middle and High School learning support services.</li>
<li>Develop and maintain systems, protocols, and documentation related to student accommodations and learning support practices.</li>
<li>Analyze trends in student support needs and make recommendations to school leadership regarding staffing, programming, and resource allocation.</li>
<li>Partner with school leadership to ensure alignment between learning support services and institutional goals related to inclusion and belonging.</li>
<li>Remain informed regarding emerging research and best practices in neurodiversity, learning sciences, and educational accessibility.</li>
</ul>
<p><b>SCHOOL SAFETY</b></p>
<ul><li>Participate in the development of a safe and healthy workplace.</li>
<li>Comply with the instructions given for their own safety and health and that of others, in adhering to safe work procedures.</li>
<li>Take reasonable care to ensure their own safety and health and that of others.</li>
<li>Report any injury, hazard or illness immediately to their Supervisor and Human Resources.</li>
<li>Not place others at risk by any act or omission, not willfully or recklessly interfere with safety equipment.</li>
<li>Act as a role model by demonstrating safe work behaviors.</li>
<li>Identify, assess if necessary, and control hazards within the area of responsibility.</li>
<li>Ensure that equipment/supplies are properly maintained.</li>
<li>Maintain relevant knowledge of safety laws.</li>
<li>Mandatory reporting of sexual abuse to law enforcement or child protective services, and Human Resources. Sexual abuse includes child molestation, any actual or alleged illegal or otherwise wrongful sexual conduct with a minor, and serial sexual misconduct, any actual or alleged illegal or otherwise wrongful sexual conduct with more than one victim; and committed by or alleged to have been committed by any perpetrator who is not a student of an included entity.</li>
<li>Develop safe work procedures and ensure adherence to procedures.</li>
<li>Ensure compliance of safety policies and procedures.</li>
<li>Communicate safety issues with employees.</li>
<li>Ensure that employees are provided with information, instruction, training and supervision that they need to work safely.</li>
<li>Ensure that employees are aware of and abide by all relevant safety procedures.</li>
<li>Encourage early reporting of incidents and forward information to Manager and Human Resources immediately.</li>
</ul>
<p><b>PROFESSIONAL COMPETENCIES</b></p>
<ul><li><b>Demonstrating Professional Body of Knowledge</b>: A professional demonstrates an understanding of practice area knowledge and appreciates learning more about this practice area and beyond.</li>
<li><b>Professional as a Learner</b>: A professional engages in career-long professional learning and ongoing critical reflection to identify opportunities for improving leadership, mentoring, and collaboration. The inherent nature of a professional staff member is a keen, lifelong passion for learning, and a deep curiosity and wonder about people, events, and places.</li>
<li><b>Fostering Effective Relationships</b>: A professional builds positive working relationships with colleagues, other departments, and the community.</li>
<li><b>Establishing an Inclusive Environment</b>: A professional creates a safe, caring environment that is inclusive of and engaging for others.</li>
<li><b>Professional as a Leader</b>: A professional seeks leadership opportunities.</li>
</ul>
<p><b>QUALIFICATIONS and/or EXPERIENCE</b></p>
<p>The following qualifications, experience, knowledge, skills, and abilities are required for successful performance in this role.</p>
<p><b>Education and Professional Experience</b></p>
<ul><li>Masters Degree in Special Education, Educational Psychology, or a related field</li>
<li>Minimum of 3 years of experience in middle- and/or high school-level learning support</li>
<li>Experience interpreting psychoeducational and neuropsychological evaluations.</li>
<li>Experience managing accommodation requests for College Board, ACT, AP, and International Baccalaureate programs.</li>
<li>Demonstrated experience providing consultation and professional development to educators.</li>
<li>Experience leading multidisciplinary teams and facilitating collaborative problem-solving meetings.</li>
<li>Proven experience in working with students with learning differences in a MS-HS educational environment.</li>
</ul>
<p><b>Knowledge and Expertise</b></p>
<ul><li>Deep knowledge of various neurological/learning differences</li>
<li>Knowledge of Universal Design for Learning (UDL), executive functioning coaching, and evidence-based intervention frameworks.</li>
<li>Knowledge of current trends in neurodiversity and the Hawai?i PS&ndash;12 school landscape.</li>
<li>Proficiency in assessment tools, data analysis, and educational technology</li>
<li>Dedication to evidence-based, data-driven practice</li>
</ul>
<p><b>Technical Skills</b></p>
<ul><li>Proficiency in educational software and assistive technologies</li>
<li>Proficiency in data systems, people management practices, and tools such as Google Workspace (Docs, Sheets, etc.) and digital communication platforms.</li>
</ul>
<p><b>Communication and Collaboration Skills</b></p>
<ul><li>Strong communication skills, both written and oral</li>
<li>Strong verbal communication skills, including the ability to present effectively to small and large groups.</li>
<li>Strong collaboration skills and the ability to work effectively across departments</li>
</ul>
<p><b>Professional Competencies</b></p>
<p><b>The ideal candidate will demonstrate:</b></p>
<ul><li>Excellent attention to detail, adaptability, strong written communication skills, and a deep commitment to meeting the learning needs of Mid-Pacific students, faculty, and partner participants.</li>
<li>The ability to ensure high-quality coaching delivery through effective program planning, coordination, and evidence of continuous improvement.</li>
<li>The ability to manage multiple program schedules, priorities, and logistical needs simultaneously.</li>
<li>Excellent organizational, time management, and problem-solving skills, with strong attention to detail.</li>
<li>Strong analytical and problem solving skills</li>
<li>Regular and predictable attendance at work.</li>
</ul><h2 class="jobSectionHeader"><b>WORK SCHEDULE</b></h2>
<p>This is a full-time, in-person, 12-month position that includes responsibilities during the summer and scheduled school breaks. This position requires a minimum 40-hour workweek during regular work hours, Monday through Friday, 7:30 am - 4:00 pm. However, these hours may vary depending on workshops and program commitments. Some flexibility to work outside of regular business hours is expected. Regular and predictable attendance at work is required.</p>
<p><b>PHYSICAL DEMANDS</b></p>
<p>Mid-Pacific&rsquo;s campus includes multiple buildings across 44 hilly acres, requiring frequent walking (including uphill routes and stairs). This position frequently requires speaking and hearing, sitting, and using hands/fingers for keyboarding and office tasks. The employee may be required to stand, walk, lift and carry approximately 10&ndash;15 pounds, reach with arms/hands, climb or balance, and stoop, bend, kneel, crouch, or crawl. Close vision is required.</p>
<h2 class="jobSectionHeader"><b>MENTAL DEMANDS</b></h2>
<p>This role requires frequent problem-solving, decision-making, data interpretation, organization, planning, writing, and clear communication.</p>
<h2 class="jobSectionHeader"><b>EQUIPMENT USE</b></h2>
<p>Frequently uses: telephone, computer, iPad, Google Apps for Education, Blackbaud Education Edge Database.<br>
Occasionally uses: copiers, printers, and other office hardware.</p>
<h2 class="jobSectionHeader"><b>WORKING CONDITIONS</b></h2>
<p>Indoor work is frequent. Outdoor work, loud noise, and exposure to cold/hot temperatures may occur occasionally.</p>
<h2 class="jobSectionHeader"><b>WORK ENVIRONMENT</b></h2>
<p>Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.</p>
<h2 class="jobSectionHeader"><b>EQUAL EMPLOYMENT OPPORTUNITY STATEMENT</b></h2>
<p>Mid-Pacific Institute provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any kind without regard to race, color, religion, age, sex, national origin, disability status, marital status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.</p>
<div>This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.</div></div>
<br><p></p><div><div><div><div><h3 class="jobSectionHeader"><b>Contact</b></h3>
<div><b>Human Resources</b><br>
MP_HumanResources@midpac.edu</div>
</div></div><div><div><h3 class="jobSectionHeader"><b>HR Team</b></h3>
<p><b>Christie Mukai</b><br>
Vice President of Human Resources<br>
cmukai@midpac.edu</p>
<p><b>Lisa Omori</b><br>
Human Resources Manager<br>
lomori@midpac.edu</p>
<p><b>Cassandra Uyema</b><br>
Employee Wellness and Engagement Specialist<br>
cuyema@midpac.edu</p>
<div><b>Kylie Obata</b><br>
Human Resources Assistant<br>
kobata@midpac.edu</div></div></div></div></div><div></div>

Middle and High School Learning Support Specialist

Alabama State Department of Education

<p></p><div><p><b>JOB DESCRIPTION: Alabama Graduates (Jag) Specialist
</b></p><p><b>Qualifications:
</b></p><ul><li>Current Alabama Teacher's Certification, Bachelor's Degree or higher with an endorsement in social service, counseling, business, education, or a related discipline is preferred.
</li><li>Experience in secondary and/or postsecondary education settings.
</li><li>Experience in educating a variety of constituencies and interested parties about programs by developing ongoing relationships and making formal presentations.
</li><li>Experience in supporting curriculum instruction, projects, and/or other educational opportunities consistent with program goals
</li><li>Working knowledge of basic computer applications such as word processing, Excel, and electronic data tracking, using the Internet-based Electronic National Data Management System (e-NDMS).
</li></ul><p><b>Essential Duties </b>:
</p><ul><li>Establishes a positive and ongoing supportive relationship with students, families, principals, administrators, and school faculty to support students in the JAG Multi-Year Program.
</li><li>Collaborates with school counselors, advisors, community resources, and teachers to support and reinforce the curriculum and to consistently build support for academic success, career exploration, goal setting, leadership development, college planning, and personal counseling, either directly or through linkages in the community to assist in overcoming barriers to graduation and/or success in the workplace.
</li><li>Analyzes student data and barriers and confers with the JAG advisory committee (or School Success Team) to identify and develop a pool of qualified students in need of intensive academic support such as tutoring, extended learning, mentoring, and counseling. Students with multiple barriers to success will be candidates for the program.
</li><li>Deliver the curriculum for the targeted students in grades 11 and 12; ensure they receive competency in the 37 core competencies through classroom instruction and Project Based Learning and as many of the 87 total high school competencies during their high school participation in the JAG program.
</li>Administer testing, including JAG pre-/post-tests, to students in the classroom and document results in the data management system (e-NDMS).<li>
</li><li>Monitor basic skills improvement (TABE or CASAS); provide academic support and remediation, including access to tutoring, study skills, and credit recovery, to show gains as students progress toward graduation.
</li><li>Develop, implement, and update monthly individualized development plan (IDP) with all students on the program roster.
</li><li>Monitors the attendance, credits needed for graduation, college prep course selection, and enrollment in AP and dual credit courses.
</li><li>Serves as a student advocate when collaborating with school staff in developing intervention plans for struggling students and assists in implementing/referring interventions as appropriate.
</li><li>Advocates for the program and creates an employer marketing plan to develop a pool of effective community support resources by working with employers, parents, civic groups, and community leaders to build awareness of and support for this unique program; develop service-learning projects, creates a pool of classroom speakers, participates in public relations activities, attends meetings and speaks to community groups.
</li><li>Conducts parent/family outreach and education activities to the students to strengthen family/school partnerships and facilitate career exploration, college selection and financial planning.
</li><li>Builds appreciation for teamwork among students, a sense of belonging, and commitment to service learning among students by organizing and serving as an advisor to the Career Association; creates opportunities through hands-on activities, guest speakers, and workshops; and organizes civic and social development opportunities.
</li><li>Collaborates in supporting a smooth transition between grades; partners closely with other JAG Specialists to support students through continued participation in high school classrooms as appropriate.
</li><li>Provides supportive services to program participants for the 12-month follow-up period post-high school graduation to ensure a successful transition to postsecondary education, employment, and/or military. If students are non-graduates, JAG Specialists will provide support services to these students to ensure the attainment of a diploma or GED during the follow-up period. Employers and/or postsecondary advisors are to be contacted 6 times during the 12-month follow-up period to ensure accuracy of data and continued student support.
</li><li>Complies with all documentation requirements from the JAG Manager in a timely fashion, including student contacts and activities, employer and community organization contacts, and other groups; develops and maintains a well-organized filing and retrieval system for the class.
</li><li>Utilizes e-NDMS for developing student rosters for the classroom.
</li>Provides opportunities for student and graduate activity and engagement throughout the summer, documenting activities using e-NDMS.<li>
</li><li>Participates in staff, district, and statewide meetings and staff development activities within the building, district, and statewide as appropriate.
</li><li>Perform other duties as assigned.
<p><b>HOW TO APPLY </b>: All applicants should complete the State of Alabama on-line application and attach it to the specific job number in order to be eligible for hire. This application can be found on the website https://www.careersalk12education.org/
 <br>
Any questions should be directed to the Office of Human Resources at (334) 607-0686 or (334) 223-6730
</p><p><b>(The funding for and duration of this position are finite, Pursuant to the Students First Act of 2011,
</b><br>
<b>Section 4(3)(b), tenure may not be gained by time served in this position) </b><b>.
</b></p><p><b>SPECIAL NOTE </b>: The person selected for this position must agree to a background check, be fingerprinted, and pay a $46.20 fee. This is required by law.
</p><p><b>SPECIAL NOTE </b><b>: </b>For employees starting work after the beginning date of the work term, the salary will be pro-rated and based on the number of contract days left in the school year, divided by the remaining months in the contract year.<br>
</p><p></p><div><p><b>THE MONTGOMERY COUNTY BOARD OF EDUCATION IS AN EQUAL OPPORTUNITY EMPLOYER. &quot;NO PERSON SHALL BE DENIED EMPLOYMENT OR BE EXCLUDED FROM PARTICIPATION IN ANY PROGRAM OR ACTIVITY ON THE BASIS OF DISABILITY, SEX, RACE, RELIGION, NATIONAL ORIGIN, COLOR OR AGE.&quot;</b></p></div></li></ul></div><p></p>

Alabama Graduates (JAG) Specialist

CAREER SUCCESS SCHOOLS

<div><p>At Career Success Schools, the Tutor supports students through small group and individualized instruction, with a focus on core academic subjects. This role is dedicated to helping students achieve academic success by providing targeted support, maintaining consistent communication, and building positive relationships that foster both academic growth and personal development.</p><p><b>
Essential Responsibilities:</b></p><ul><li>
Provide one-on-one and small group instruction in core academic subjects.</li><li>
Assist students in understanding and completing classroom assignments.</li><li>
Build strong rapport with students to promote trust, accountability, and motivation.</li><li>
Maintain consistent communication with students (daily, weekly, and monthly) to monitor progress and provide ongoing support.</li><li>
Participate in required professional development sessions and staff meetings.</li><li>
Differentiate instruction to meet individual learning needs, including those with special education accommodations.</li><li>
Maintain accurate and up-to-date student records, including attendance, academic progress, and communication logs.</li><li>
Ensure a safe, respectful, and supportive learning environment.</li><li>
Encourage student accountability and consistent engagement in coursework.</li></ul><p><b>
Required Qualifications:</b></p><ul><li>
Valid Arizona IVP Fingerprint Clearance Card</li></ul><p><b>
Preferred Qualifications:</b></p><ul><li>
Experience teaching or tutoring in core subject areas</li><li>
Experience working in an alternative education setting</li></ul><p><b>
Work EnvironmentSchedule:</b></p><ul><li>
Position is based in Phoenix, AZ</li><li>
May require occasional travel for training or meetings</li><li>
Flexible scheduling may be available based on student needs</li></ul></div>

Math Tutor 26/27 SY - SAGE Elementary

PITT COUNTY SCHOOLS

<div>
 <strong>
  Distance Learning Lab Facilitator  Job Duties
  <br/>
  <br/>
 </strong>
 Student Monitoring and Support
 <br/>
 <br/>
 <ul>
  <li>
   Supervise students assigned to the Distance Learning Lab during scheduled instructional periods.
  </li>
  <li>
   Monitor student attendance, engagement, and participation in online coursework.
  </li>
  <li>
   Assist students in accessing online learning platforms, assignments, and instructional resources.
  </li>
  <li>
   Provide encouragement and accountability to help students maintain satisfactory academic progress.
  </li>
  <li>
   Communicate regularly with students regarding assignment completion, deadlines, and course expectations.
  </li>
  <li>
   Facilitate a structured and productive learning environment that promotes student success.
   <br/>
   <br/>
  </li>
 </ul>
 Academic Progress Monitoring
 <br/>
 <br/>
 <ul>
  <li>
   Maintain weekly documentation of student academic progress, assignment completion, and course performance.
  </li>
  <li>
   Identify students who are falling behind and implement intervention strategies as appropriate.
  </li>
  <li>
   Conduct weekly progress conferences with students as needed.
  </li>
  <li>
   Communicate concerns regarding student performance to counselors and administrators.
   <br/>
   <br/>
  </li>
 </ul>
 Technology and Inventory Management
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 <br/>
 <ul>
  <li>
   Maintain an accurate inventory of all computers, Chromebooks, peripherals, and other technology assigned to the Distance Learning Lab.
  </li>
  <li>
   Perform routine equipment checks to ensure devices are operational and ready for student use.
  </li>
  <li>
   Report technology issues and coordinate repairs with the school's technology department.
  </li>
  <li>
   Maintain records of device assignments, repairs, replacements, and technology-related incidents.
  </li>
  <li>
   Ensure proper care, security, and storage of all technology equipment.
   <br/>
   <br/>
  </li>
 </ul>
 Lab Operations
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 <br/>
 <ul>
  <li>
   Maintain a safe, organized, and professional learning environment.
  </li>
  <li>
   Enforce school policies, procedures, and expectations within the Distance Learning Lab.
  </li>
  <li>
   Develop and implement procedures that maximize student productivity and minimize disruptions.
  </li>
  <li>
   Assist with student orientation to online learning expectations and technology systems.
  </li>
  <li>
   Perform other duties as assigned by the principal or designee.
  </li>
 </ul>
</div>


Distance Learning Lab Facilitator @ J.H. Rose High School

Madison Metropolitan School District

<div><p><b>Village Builder - 0.5 FTE - Thoreau - 26-27 SY</b></p><p><b><br>
Fyce</b></p><p><b><br>
Thoreau Elementary</b></p><p><b><br>
Starting Compensation:</b> $24.82</p><p><b><br>
Employment Type:</b> Non-Exempt</p><p></p><p><br>
MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.</p><p><b><br>
Why You Should Work with MMSD!</b></p><p>
The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin. We have a simple but bold vision &mdash; to ensure that every school is a thriving school, that prepares every student to graduate from high school ready for college, career, and community. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.</p><p><br>
In addition, we have a great compensation package. Visit our benefits page and compensation page for more information.</p><p><b><br>
Becoming a Model School District</b></p><p>
The Madison Metropolitan School District is committed to being anti-racist, culturally responsive, and inclusive. We have a simple but bold vision &mdash; to ensure that every school is a thriving school, fostering the growth of every student so they graduate from high school ready for college, career and community.</p><p><br>
Our strategy is captured in our strategic framework, and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. To achieve this vision, we seek to retain staff in all positions, who are committed to being anti-racist, culturally responsive, and inclusive. Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff.</p><p><br>
We firmly believe in and are here to create a work environment that is challenging and rewarding, while supporting employees in their career path. We strive to provide, encourage, grow, and develop a talented workforce that better supports and represents the diversity of our student population. We know this vision doesn't come to life without dynamic leaders and support staff in every school.</p><p><b><br>
About Our District</b></p><p>
The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 25,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives.</p><p></p><p><b><br>
Purpose of the Position:</b></p><p>
The Educational Assistant, referred to as Village Builders, is a strategic position that intentionally recruits a nurturing adult from the community to support social-emotional learning, belonging and family engagement in a school and classroom community. They will be supervised by the Principal but supported with professional development by the FYCE Coordinator and/or Manager of Community Schools. Schools are encouraged to recruit for this position within their families and attendance areas.</p><p><b><br>
Essential Duties and Responsibilities:</b></p><ul><li><p>
Support youth in identifying, understanding, and processing emotions to enable classroom participation</p></li><li><p>
Support academic and instructional goals of the teacher</p></li><li><p>
Facilitate individual and/or small groups for SEL and/or tutoring</p></li><li><p>
Exude enthusiasm for children and learning</p></li><li><p>
Model warm and embracing disposition and tone with students</p></li><li><p>
Engage with students at recess and lunch to build trust</p></li><li><p>
Support Family Liaisons, teachers, Student Services Teams, and Administrators with family engagement</p></li></ul><ul><li><p>
Attend regular meetings with supervisor and FYCE Coordinator</p></li></ul><p><b><br>
Knowledge, Skills, and Abilities Required to Perform Essential Job Functions:</b></p><ul><li><p>
Ability to provide individual and small group instructional reinforcement</p></li><li><p>
Ability to work independently with students in school, community, vocational, and domestic situations under the direction of a teacher</p></li><li><p>
Ability to keep accurate student data</p></li><li><p>
Ability to follow teacher direction, written plans, individual education programs, and behavior intervention plans</p></li><li><p>
Ability to communicate effectively with diverse students, staff and community, orally and in writing</p></li><li><p>
Ability to maintain student confidentiality</p></li><li><p>
Ability to walk, lift (up to 50 lbs.), climb, bend, reach, and kneel</p></li><li><p>
Ability to learn and use basic computer skills (e-mail, internet, word processing)</p></li></ul><p><b><br>
Minimum Qualifications:</b></p><ul><li><p>
Minimum of two (2) years working with children</p></li><li><p>
Experience living and working with populations of diverse racial, gender, economic, and linguistic backgrounds</p></li><li><p>
Skilled in cross-cultural communication</p></li><li><p>
Willingness to learn District technology tools for reporting and monitoring student progress</p></li></ul><p><b>
Next Steps</b></p><ul><li><p>
Upon submitting, your application will be reviewed by the hiring manager. Based on your application materials, a hiring manager may reach out to you to schedule an interview.</p></li><li><p>
Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well. If interested in a bilingual position, candidates would be asked to complete reading, writing, and oral language proficiency assessments.</p></li></ul><p><b><br>
Working Conditions</b></p><ul><li><p>
Work may require travel to different locations within the district and to off-site meetings.</p></li><li><p>
Position may require working evenings, nights, and some weekends.</p></li><li><p>
Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process</p></li><li><p>
School-based positions are required to be in-person unless otherwise directed by the building principal.</p></li></ul><p><b><br>
Physical Requirements</b></p><p>
Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time.</p><p><br>
Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.</p><p><b><br>
Disclaimer</b></p><p><i>
This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor.</i></p><p><i><br>
The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.</i></p></div><p></p>

Village Builder - 0.5 FTE - Thoreau - 26-27 SY

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