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We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Columbus Arts & Technology Academy! Columbus Arts & Technology Academy (CATA) is a public charter school serving East Columbus EK-12 students with a well-rounded, college-prep education enriched with technology and arts instruction. The school is known for its nurturing teachers and staff and wide variety of educational opportunities including College Credit Plus and Career Technical Education. Columbus Arts & Technology Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. 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We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at A+ Children’s Academy! Celebrating 15 years of service to the Columbus community, A+ Children’s Academy is an award-winning public charter school serving K-6th grade students. The school provides a hands-on, small group learning environment featuring small class sizes, a fully certified and licensed faculty, and strong student attendance. A+ Children’s Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. 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We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at North Columbus Preparatory Academy! Founded in 2019, North Columbus Preparatory Academy is a public charter school serving Linden and surrounding neighborhoods. The school provides K-8th grade students with a college prep program focused on hands-on, project-based learning, and character education. The school’s nurturing teachers, wide variety of specialty classes, and focus on social-emotional wellbeing create a positive school culture. North Columbus Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. 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Our brick and mortar, and virtual schools in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $42,500-55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience, and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. 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Common Core Standards; Individualized Education Program", "domainList" : [ "state-standards", "common-core-standards", "individualized-education-program" ], "domainSpecificKnowledge" : [ "State Standards", "Common Core Standards", "Individualized Education Program" ], "communicationSkills" : "Communicate with families", "documentationSkills" : "Write IEP goals; Write IEP objectives; Write behavior improvement plans", "problemSolvingSkills" : "Classroom intervention", "specialRequirements" : "Pass federal background checks, Pass state background checks", "outcomesObjectives" : "Meet goals related to student achievement; Meet goals related to culture; Meet state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, Experience working in a full room inclusion type model, Experience Co-Teaching in a Resource Room model, High level of comfort working in a growth-focused coaching environment, High quality written communication skills, High quality verbal communication skills, High proficiency in Microsoft Office products, Excellent organization skills, Excellent time management skills, Ability to work independently, Ability to contribute to a team, Ability to pass federal criminal background checks, Ability to pass state criminal background checks", "qualificationsPreferred" : "Experience working in a multi-cultural setting", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking highly qualified Intervention Specialists at Northside Preparatory Academy in Cincinnati, Ohio dedicated to providing a superior education for all students. We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Northside Preparatory Academy! Founded in 2020, Northside Preparatory Academy is a public charter school serving EK-8 grade students throughout the Spring Grove and Northside communities. The school offers a well-rounded academic program that places emphasis on good citizenship and service to the community. The school’s nurturing teachers, small group instruction, and focus on social-emotional wellbeing create a positive school culture. Northside Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $49,000 - 55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "Intervention Specialist at Northside Preparatory Academy. Skills: Individualized Education Program, IEP meetings, Student achievement. Support educational goals. 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At New Story Schools, teams unite academics and therapeutic supports to help students ages 5–21 build skills for life. If collaboration, compassion, and data-informed practice drive you, join us. As an Intervention Specialist at New Story Schools, you will create structured, engaging, and individualized learning experiences that help students build essential academic, social, and behavioral skills. You will guide a small classroom environment, deliver instruction aligned with each student’s IEP, and collaborate closely with families and multidisciplinary teams to support meaningful growth. This role will not include shared classrooms which allows you to truly know your students and run a predictable, structured classroom. What You’ll Need - Bachelor’s degree in special education or a related field - Valid Ohio Intervention Specialist License or Alternative Resident Educator License - Experience developing and implementing IEPs - Strong collaboration and communication skills with families and school teams - Dedication to inclusive, student-centered instruction and behavioral support - Comfortable with challenging behaviors and openness to learning support strategies What You’ll Do - Lead a small manageable and self-contained classroom and provide individualized, hands-on daily instruction - Collaborate with other special education professionals and disciplines to work effectively with each student - Plan and teach lessons aligned with each student’s IEP goals - Assess academic, behavioral, and social growth and adjust instruction using data - Partner with families, support staff, and service providers to coordinate student support - Maintain clear documentation to support compliance and progress monitoring Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. 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Woodchuck", "67212" ], "timestamp" : "2026-06-15T21:27:07.811", "fingerprint" : "022812aad05f7d1f189379041dda54b053eab7a69f80202888a4922e396559a7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88674", "externalId" : "88674", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Levy", "workMode" : "onsite", "geo" : "29.3008632,-82.7824592" } ], "locationText" : "Levy", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Behavioral interventions", "Data analysis", "Interpersonal skills", "Problem solving", "Training delivery" ], "hardSkillsList" : [ "Behavior management", "Data collection", "Intervention planning", "Special Education regulations" ], "softSkillsList" : [ "Confidentiality" ], "hardSkills" : [ { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Intervention planning", "level" : "intermediate" }, { "name" : "Special Education regulations", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Confidentiality" } ], "majorSkills" : "Behavioral Health, Intervention Specialist, Student Support", "majorSkillsList" : [ "Behavioral Health", "Intervention Specialist", "Student Support" ], "coreResponsibilities" : "Develop interventions, Utilize ACHIEVE resources, Work with students violating code of conduct, Connect school/home/community for support, Track student data behaviorally and academically, Design multi-faceted behavior interventions, Implement multi-faceted behavior interventions, Coach staff on behavior management techniques, Monitor staff fidelity to Behavior Intervention Plans, Provide feedback on intervention procedures, Guide staff to improve implementation", "teamCollaboration" : "Collaborate with educators; Collaborate with school community; Consult with staff", "domainKnowledge" : "Positive behavior supports; Student code of conduct; Special Education regulations; Least Restrictive Behavior Intervention", "domainList" : [ "positive-behavior-supports", "student-code-of-conduct", "special-education-regulations", "least-restrictive-behavior-intervention" ], "domainSpecificKnowledge" : [ "Positive behavior supports", "Student code of conduct", "Special Education regulations", "Least Restrictive Behavior Intervention" ], "toolProficiency" : [ "SMART boards", "IPads" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Complete paperwork", "problemSolvingSkills" : "Problem solving skills", "specialRequirements" : "Occasional home visits, Lift up to 20 pounds, Work 7+ hours per day", "qualificationsBasic" : "Bachelor's Degree in Counseling, Social Work, or Psychology, 2-3 Years experience in K-12 Education setting", "remoteFriendly" : false, "workSiteFlexibility" : "Flexible", "rawDescription" : "Job Title: QBI Intervention Specialist - Behavioral Health School Liaison Position Function: The QBI Intervention Specialist will collaborate with educators in effecting positive behavior change in students by developing interventions, utilizing ACHIEVE resources, working with students who have violated the student code of conduct, connecting school/home/community in designing plans for support and working with staff in tracking data of students both behaviorally and academically. Essential Performance Responsibilities: Demonstrates a strong foundation in positive behavior supports Designs and implements multi-faceted behavior interventions based on data Ability to communicate (written and verbal) effectively with parents and professionals Ability to collaborate with all members of the school community Demonstrates confidentiality when dealing with students, parents, and school employees Understands and works with the various support systems available in the school and community Understands and follows district policies and guidelines when dealing with violations of the student code of conduct Understands Special Education regulations including the Least Restrictive Behavior Intervention Possesses excellent interpersonal skills and the ability to handle emotionally charged situations Ability to coach others to apply effective behavior management techniques Additional Duties: Assists with additional duties as assigned by supervisors. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259’s guidelines for equipment use. Travel: Occasional visits to students’ homes will be required in order to collect social history and complete paperwork with a student’s family. Physical and Mental Demands: · Must be able to walk long distances, respond rapidly in emergency situations, stand for long periods of time, bend, twist, balance, stoop, climb steps, reach overhead, lift, push, pull up to 20 pounds or more with assistance, work five days a week, up to seven hours or more per day, or as assigned. Knowledge, Skills, and Abilities: Proven use of effective collaboration skills Proficient oral and written communication skills required Proficient personal relationship skills Extensive knowledge and experience working with students who demonstrate the need for intensive services Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with students, personnel within the district and with customers and vendors Will be working under the direct supervision of the Building Principal in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Bachelor’s Degree in either Counseling, Social Work, Psychology, or related subject required 2-3 Years experience in K-12 Education setting preferred FLSA Status: Non- Exempt Position Specifics: · Coaching and consulting staff in implementing behavioral interventions such as, but not limited to: o Prevention of escalated behaviors o Responses to escalated behaviors o De-escalation strategies and techniques · Monitor staff fidelity to Behavior Intervention Plans. This will include the following: o Data Collection o Follow-up coaching on ways to improve fidelity of Behavior Intervention Plans o Giving staff (classified and certified) guidance on how to improve fidelity of Behavior Intervention Plans · Model intervention procedures and techniques for staff · Observe staff implementing interventions for procedural accuracy. This will include: o Providing feedback on intervention procedures outlined in Behavior Intervention Plans o Guiding staff to improve implementation and fidelity to intervention procedures", "summaryDescription" : "QBI Intervention Specialist - BHSL at Levy Special Education Center. Skills: Behavioral Health, Intervention Specialist, Student Support. Develop interventions. 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Work with students; Work with parents; Work with colleagues", "domainKnowledge" : "Individualized Education Program; Bilingual programming", "domainList" : [ "individualized-education-program", "bilingual-programming" ], "domainSpecificKnowledge" : [ "Individualized Education Program", "Bilingual programming" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Outlook" ], "communicationSkills" : "Regular family communication", "documentationSkills" : "Write IEP goals; Write IEP objectives; Write behavior plans", "problemSolvingSkills" : "Action planning; Progress monitoring", "specialRequirements" : "Federal criminal background check, State criminal background check", "outcomesObjectives" : "Meet all goals student achievement; Meet all goals student culture; Meet state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, Experience in full room inclusion, Experience in Co-Teaching Resource Room, High comfort in growth-focused coaching, High quality written communication, High quality verbal communication, High proficiency in Microsoft Office, Excellent organization skills, Excellent time management skills, Ability to work independently, Ability to contribute to team, Ability to pass background checks", "qualificationsPreferred" : "Experience in multi-cultural setting", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking highly qualified Intervention Specialists at Lorain Bilingual Academy in Lorain, Ohio dedicated to providing a superior education for all students. We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Lorain Bilingual Academy! Founded in 2018, Lorain Bilingual Academy is an award-winning, public charter school located on a safe, secure historic campus. The premier bilingual school in Lorain, the school provides EK-8th grade students daily Spanish instruction and cultural enrichment activities throughout the school year. Nurturing teachers and staff support a school culture that emphasizes social-emotional development. Lorain Bilingual Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $45,000 - 55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. Skills: Intervention strategies, IEP development, Behavioral assessment. Support educational goals. 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0.7777778, "_score" : 734.35925, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2ce3b974d8ee00a0a6128d", "title" : "Intervention Specialist", "company" : "AkroTech High School", "industry" : "Education", "salary" : { "min" : 62500.0, "max" : 87500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Intervention Specialist in Akron, Ohio, adjusted for mid-seniority and the education industry." }, "location" : "Akron, OH", "locations" : [ "Akron, OH" ], "timestamp" : "2026-06-15T21:50:47.291", "fingerprint" : "483f8e4f87f74e76273fd19f7ff44c7b08b64f2583c6ea939927dae50c4d6a33", "source" : "jazzhr", "language" : "en", "externalId" : "CgUZzgCKdB", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Akron", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" 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50000.0, "max" : 55000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Remote", "locations" : [ "Remote" ], "certifications" : [ "Certifications in Arizona", "Certifications in Colorado", "Certifications in Washington" ], "timestamp" : "2026-06-16T00:58:05.245", "fingerprint" : "5c4ee2cc3115f2ea60183dc6060dc6ff607014372bfdd7aed4318fa2771f444f", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/learningnetwork/jobs/4202198009", "externalId" : "4202198009", "industryFunction" : { }, "structuredLocations" : [ { "country" : "Bulgaria", "continent" : "eu", "workMode" : "remote" } ], "locationText" : "Bulgaria", "minimumEducation" : "Bachelor's", "technicalSkills" : "Mac OS, Google Workspace, Learning management systems", "professionalSkills" : [ "Time management", "Organizational skills", "Interpersonal skills" ], "hardSkillsList" : [ "Content knowledge", "Varied explanations" ], "hardSkills" : [ { "name" : "Content knowledge", "level" : "intermediate" }, { "name" : "Varied explanations", "level" : "intermediate" } ], "majorSkills" : "Student engagement, Personalized interventions, Grading and feedback", "majorSkillsList" : [ "Student engagement", "Personalized interventions", "Grading and feedback" ], "coreResponsibilities" : "Serve students, families, and colleagues, Own daily monitoring of student engagement, Act swiftly and thoughtfully, Foster genuine relationships, Empower mastery of course material, Provide prompt, high-quality grading, Keep precise, actionable records, Collaborate enthusiastically with peers, Engage fully in professional development, Teach faithfully within curriculum, Lead live sessions, Support proctoring during testing windows, Embrace other duties as needed, Impact struggling students early, Launch timely interventions, Deliver timely grading, Reinforce learning, Celebrate growth, Build self-efficacy, Equip students to conquer challenges", "teamCollaboration" : "Peers and leaders; Remote team collaboration", "domainKnowledge" : "Online education", "domainList" : [ "online-education" ], "domainSpecificKnowledge" : [ "Online education" ], "toolProficiency" : [ "Asana" ], "communicationSkills" : "Multi-channel communication; Clear explanations", "documentationSkills" : "Actionable records", "continuousLearning" : "Professional development; Meetings; Training", "innovationCreativity" : "Masterful delivery", "problemSolvingSkills" : "Troubleshooting student issues", "specialRequirements" : "Occasional travel, Distraction-free workspace, Reliable high-speed internet", "outcomesObjectives" : "Reignite momentum; Reinforce learning; Celebrate growth; Build self-efficacy; Equip students; Inspire forward movement; Ensure long-term growth; Ensure nothing falls through cracks; Amplify student success", "qualificationsBasic" : "Bachelor's or Master's degree, Teacher certification, Approved teacher preparation program, Ability to obtain certifications, Ability to pass background checks", "qualificationsPreferred" : "3+ years teaching experience, 2+ years online teaching experience", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "Company Summary Learning Network is a growing, innovative, and customer-centric educational services company. We seek creative and tenacious individuals to help us drive success through service. Service is very important to us. At Learning Network, you will be among people who care about their customers and colleagues. We prioritize service by ensuring the details are done and done well - every time. We make promises, and we keep those promises. We recognize that our customers and employees don’t have to choose us. As such, service is embedded deep within our culture - and providing white-glove service is an expectation of every employee. At Learning Network, you’ll be a part of something special. You’ll sleep better knowing you make a difference by bringing the most innovative education to thousands of students. You’ll do this amongst a supportive community of people who care. In return, you’ll care. You’ll show you care by being teachable, doing your job well, and valuing the relationships with your colleagues. You’ll achieve your goals and play nicely in the sandbox with others while doing it. We don’t do drama, and neither should you. Working at Learning Network isn’t for everyone. But for those who choose to commit to hard work, service, students, and colleagues, it’s an incredibly rewarding experience. Impact spot struggling or disengaged students early and launch timely, personalized interventions that reignite momentum. Deliver timely grading and powerful, meaningful feedback that reinforces learning, celebrates growth, builds self-efficacy, and equips students to conquer challenges with confidence. Essential Duties Serve students, families, and colleagues with genuine professionalism, integrity, humility, and a white-glove mindset that makes every interaction feel personal and uplifting. Own daily monitoring of student engagement and academic progress; act swiftly and thoughtfully when support is needed most. Foster genuine relationships through consistent, reliable, multi-channel communication that makes students and families feel supported all day, every school day. Empower mastery of course material by guiding students with clarity, varied explanations, and encouragement that sparks deeper understanding. Provide prompt, high-quality grading and feedback that inspires forward movement and long-term growth. Keep precise, actionable records of progress and interventions to ensure nothing falls through the cracks. Collaborate enthusiastically with peers and leaders to amplify student success across the team. Engage fully in professional development, meetings, and training to continuously elevate your impact. Teach faithfully within the assigned curriculum, pacing, and resources only, channeling your creativity into masterful delivery rather than any creation from scratch or use of outside materials. Lead live sessions when called upon, bringing energy and connection using only provided content. Support proctoring during testing windows, including occasional travel, to ensure fair and secure assessments. Embrace other duties as needed to advance our mission. Work Schedule and Availability Work a fixed schedule: 8:30 a.m.–5:30 p. m. Mountain Time (Denver/America), year-round, auto-adjusting for daylight saving time. Work full time in this exempt role, requiring at least 40 hours per week with uninterrupted focus during scheduled hours. Remain actively available and immediately responsive throughout the workday via phone, chat, Zoom, email, and internal systems so students, parents, and colleagues can reach you in real time. Avoid all concurrent work during scheduled hours and maintain full professional focus; ensure any outside employment does not interfere with performance and is approved in writing in advance. Maintain a private, professional, distraction-free remote workspace with reliable high-speed internet that supports video and required tools. Maintain consistent daily availability; absences exceeding two consecutive instructional days materially disrupt student support, engagement, and progress monitoring and generally cannot be accommodated during the instructional term. This Role Is Your Calling If: You wake up energized by the chance to be a consistent, believing adult in a student's life—especially when the world feels overwhelming. You thrive on forging real relationships that spark \"aha\" moments, rebuild confidence, and drive lasting growth. You're wired for excellence: self-driven, ultra-responsive, and proud to own every student's progress as if it were your own family member. You see online education as a superpower—reaching underserved students anywhere, personalizing at scale, and redefining access to transformative learning. You embrace clear structure, metrics, and accountability because they fuel your ability to deliver extraordinary results. This Role May Not Align If: You seek high flexibility in your schedule or a self-paced workday. You prefer minimal direct interaction with students or parents. You dislike proactive outreach such as phone calls or frequent messaging. You expect primarily asynchronous teaching with limited real-time engagement. You struggle with tight responsiveness, follow-through, or time management under metrics. You want to balance this position with another job. You resist oversight, performance tracking, or structured expectations. Knowledge, Skills, and Abilities Strong interpersonal skills to communicate clearly, empathetically, and professionally. Ability to build rapport, gain commitment, and explain concepts using varied methods. Extreme ownership of outcomes with high self-motivation, discipline, and accountability to exceed expectations. Proven content knowledge and prior educational success with students from a variety of backgrounds. Strong organizational skills, time management, attention to detail, and the ability to handle competing priorities. Independent work capability paired with effective remote team collaboration. Proficiency with Mac OS, Google Workspace, learning management systems, and task tools (e.g., Asana); quick adaptation to new technologies. Willingness and ability to travel to assigned testing locations for proctoring. Qualifications Bachelor's or Master's degree in Education or related field (required) Teacher certification and an approved teacher preparation program (required) Ability to obtain certifications in Arizona, Colorado, Washington, and other states as may be assigned (required) 3+ years teaching experience (preferred) 2+ years online teaching experience (preferred) Ability to pass required background checks (required) Base Pay Range $50,000—$55,000 USD Benefits Medical, dental, and vision employee coverage for as little as $1 each per month; Personal paid time off in addition to major holidays; Short-term disability insurance, long-term disability insurance, life insurance, and AD and 401(k) with employer contributing a dollar-for-dollar match of employee contributions up to 6% of employee earnings.", "summaryDescription" : "Elementary Teacher at Learning Network. Skills: Student engagement, Personalized interventions, Grading and feedback. Serve students, families, and colleagues. 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AUSTIN PARKWAY ELEM SCHOOL (126)
4400 AUSTIN PARKWAY
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T05:20:44.618", "fingerprint" : "3fb4d3198c12fa50c4ae56e2f24e89673c0687dc67501988cdd22a9711e6f6d1", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184088", "externalId" : "184088", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "hardSkillsList" : [ "Academic implementation", "Behavioral strategy execution", "Personal care services", "Data collection", "Behavior data collection" ], "hardSkills" : [ { "name" : "Academic implementation", "level" : "intermediate" }, { "name" : "Behavioral strategy execution", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Behavior data collection", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavioral intervention, Personal care", "majorSkillsList" : [ "Special education support", "Student safety", "Behavioral intervention", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Access curriculum in least restrictive environment, Assist teacher and staff, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain safe and engaging environment, Interact with students, Ensure student safety and engagement, Assist with classroom management, Maintain alert attention regarding supervision, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect student progress data, Document student progress, Chart student progress, Work collaboratively with campus staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher; Collaborate with campus staff", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavioral strategies; Personal care skills; ARD documents; IEP targets", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavioral-strategies", "personal-care-skills", "ard-documents", "iep-targets" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral strategies", "Personal care skills", "ARD documents", "IEP targets" ], "toolProficiency" : [ "Windows Operating System", "Microsoft Office" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Document student progress; Chart student progress; Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attend professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements and inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint strategies, Intervene with student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification preferred, De-Escalation/Restraint Certification preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival/departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Resource/Inclusion Services) - Austin Parkway Elementary 2025-2026. 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The Intervention Specialist plans for and supports the educational, behavioral, and social needs of the entire school community with a focus on student eligible for special education and related services. Be part of the difference at South Columbus Preparatory Academy at German Village! Founded in 2017, South Columbus Preparatory Academy at German Village is the top performing school in the neighborhood, serving students from EK-8th grade. The public charter school is located on a renovated, historic campus and provides a well-rounded, college prep program emphasizing hands-on learning and character education. South Columbus Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of an Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license holder Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. 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We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Cornerstone Academy! The award-winning, top-performing charter school serves Northeast Columbus communities with a well-rounded, college-prep education. Offering a full K-12th grade educational experience, Cornerstone’s program emphasizes art, music and STEM. Known for its nurturing teachers and staff, the school has a wide range of specialty classes, clubs, sports and activities. Cornerstone Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. 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High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. 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Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. Skills: Individualized Education Program, IEP meetings, Behavior assessment. Support educational goals. Support behavioral goals", "postedDate" : "2026-06-14T04:52:34.081", "createdAt" : "2026-06-14T04:52:34.081", "lastUpdated" : "2026-06-15T09:45:35.025", "ingestTimestamp" : "2026-06-14T04:52:34.081", "mongoId" : "6a2c948774d8ee00a098ac21", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Behavior improvement plans", "IEP goals", "IEP objectives", "Individualized Education Program", "IEP meetings", "Behavior assessment", "Interpreting abilities", "Classroom intervention strategies", "Curricular modification", "Diagnostic assessment", "Functional behavior assessment", "IEP meeting facilitation", "IEP goal writing", "IEP objective writing", "Student achievement", "Culturally responsive teaching", "Daily planning", "Instruction", "Student advising", "Academic growth communication", "Social-emotional growth communication", "State Standards", "Common Core Standards", "Current state license", "Microsoft Office", "Word", "Outlook" ], "skillCount" : 27, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 706.9239, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a548", "title" : "Elementary: Math Specialist 2026-2027", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Elementary Math Specialist in Texas, adjusted for mid-seniority in the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "timestamp" : "2026-06-15T04:58:30.564", "fingerprint" : "ee19518c964c189aceca2d7d1498a4123041aef6625ca4c89ba7f6f895f50fc0", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186311", "externalId" : "186311", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Instructional coaching", "Data analysis", "Instructional planning", "Assessment development", "Data-driven decision-making", "Instructional strategies", "Peer coaching" ], "hardSkillsList" : [ "Math intervention", "Tier 3 interventions", "Small group instruction", "Co-teaching", "Math manipulatives", "Conceptual understanding", "Student assessment", "Data utilization", "Formative assessment", "Summative assessment", "Instructional practices", "Guided Math instruction" ], "hardSkills" : [ { "name" : "Math intervention", "level" : "intermediate" }, { "name" : "Tier 3 interventions", "level" : "intermediate" }, { "name" : "Small group instruction", "level" : "intermediate" }, { "name" : "Co-teaching", "level" : "intermediate" }, { "name" : "Math manipulatives", "level" : "intermediate" }, { "name" : "Conceptual understanding", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Data utilization", "level" : "intermediate" }, { "name" : "Formative assessment", "level" : "intermediate" }, { "name" : "Summative assessment", "level" : "intermediate" }, { "name" : "Instructional practices", "level" : "intermediate" }, { "name" : "Guided Math instruction", "level" : "intermediate" } ], "majorSkills" : "Math intervention, Instructional coaching, Data analysis, Student assessment", "majorSkillsList" : [ "Math intervention", "Instructional coaching", "Data analysis", "Student assessment" ], "teamCollaboration" : "Campus administrators; Teachers; Teaching and Learning division; Campus leadership; District leadership; Student Support Teams; Campus teams", "domainKnowledge" : "Response to Intervention Plan; Local Assessment Plan; RTI framework", "domainList" : [ "response-to-intervention-plan", "local-assessment-plan", "rti-framework" ], "domainSpecificKnowledge" : [ "Response to Intervention Plan", "Local Assessment Plan", "RTI framework" ], "toolProficiency" : [ "Mathematics screeners", "District-approved resources", "RTI framework", "Instructional technology" ], "communicationSkills" : "Oral communication; Written communication; Effective communication", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Data-driven decision making", "specialRequirements" : "Travel to campuses, Travel to district sites, Travel to conferences, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Lifting less than 40 pounds, Use hands to finger, Use hands to handle, Use hands to feel, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Occasional irregular hours, Maintain emotional control, Travel out of state, Work evenings, Work weekends", "qualificationsBasic" : "Knowledge of Guided Math instruction, Knowledge of manipulatives, Professional growth evidence, Excellent communication skills, Interpersonal skills, Comprehensive knowledge of strategies, Knowledge of PLCs, Knowledge of data for decision making, Knowledge of intervention, Knowledge of enrichment, Knowledge of student assessment, Knowledge of instructional technology, Organizational skills, Classroom management skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Math Specialist Elementary will develop and implement a student-centered approach to math intervention, focusing on closing achievement gaps in mathematics. The incumbent will provide targeted Tier 3 interventions aligned with district-approved resources and the Response to Intervention Plan, ensuring students meet grade-level standards. Additionally, the incumbent will collaborate with the principal and colleagues to build a strong instructional model, balancing 70% intervention support with 30% instructional coaching to promote continuous student progress. Position Description Essential Duties and Responsibilities Instruction & Intervention Analyze data using the cycle identified in the Local Assessment Plan from formative, interim, summative, and mathematics screeners to monitor student progress and plan focused student interventions Collaborate with campus administrators, teachers, and the Teaching and Learning division to plan and deliver targeted student interventions aligned with the District Response to Intervention plan Utilize best practices for intervention including small group instruction using the push-in model, co-teaching, and the use of math manipulatives and technology to build conceptual understanding Regularly communicate with campus and district staff and parents regarding student progress Collaborate with district and campus administrators and teachers to evaluate student achievement for the purpose of placing students in the appropriate intervention and identifying/delivering support services Coordinate with campus administrators and teachers to organize mathematics intervention and enrichment activities for students Coordinate with campus administrators and teachers to organize mathematics intervention and enrichment activities for students Collaborate with teachers and students to set and track student performance goals Regularly communicate with campus and district staff and parents regarding student progress Instructional Leadership: Professional Learning Deliver targeted Tier 3 math interventions to students identified through data analysis and collaboration with campus Student Support Teams, ensuring alignment with the RTI framework and student learning goals Implement evidence-based intervention strategies, including small group instruction, co-teaching, and the use of math manipulatives and technology to enhance conceptual understanding and student engagement Support Math Professional Learning Communities (PLCs), coaching teachers in effective instructional planning, assessment development, data-driven decision-making, and meeting professional learning goals Utilize the peer coaching cycle, including observations and feedback, to support teachers in reflective practice and improve instructional effectiveness Partner with campus and district leadership to provide ongoing coaching and support, fostering teacher growth through structured peer coaching cycles and collaborative planning Analyze and disaggregate multiple sources of student data to inform instructional decisions, develop intervention strategies, and support teachers in closing achievement gaps Collaborate with campus leadership to build teacher capacity in data utilization, formative and summative assessment analysis, and the implementation of research-based instructional practices to drive student success and promote continuous improvement Program Support Lead and/or participate in guided observations to promote reflective practice Maintain and report math specialist services using the identified reporting tool Create and articulate a schedule with administrators of specialist activities for instructional coaching and intervention, professional learning opportunities, and professional growth requirements that support mathematics instruction Keep abreast of and research best practices for math instruction, intervention, and enrichment in the assigned grade levels Provide support to teachers on the implementation of math instructional resources including manipulatives and technology Meet regularly with campus instructional leaders to communicate program needs and plan support structures Leadership Responsibilities Coordinate the intervention and PLC needs across assigned campuses Address complaints and resolve problems in a timely manner Support the implementation of the written curriculum with fidelity Partner with campus teams to support intervention strategies and address PLC needs Collaborate with campus leadership to facilitate the administration of the district’s mathematics screener Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Master's degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Minimum of 5 years of experience as a Math classroom teacher Demonstrated knowledge of and training on the Texas Essential Knowledge and Skills (TEKS), elementary math curriculum, and best practices in math instruction Proven knowledge of Guided Math instruction and use of manipulatives to develop conceptual understanding for math students Demonstrated evidence of professional growth, including leadership or participation in a wide range of professional learning experiences Excellent communication skills, both orally and in writing, as well as interpersonal skills that promote collaboration and effective communication with adults Comprehensive knowledge of instructional strategies, role of Professional Learning Communities (PLC), and data for decision making, intervention and enrichment, student assessment, and use of instructional technology Strong organizational and classroom management skills Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position requires travel to various campuses and district meeting sites as well as travel to conferences/meetings in and out of state. This position may require the employee to work evenings and weekends. TEXAS", "summaryDescription" : "Elementary: Math Specialist 2026-2027. Skills: Math intervention, Instructional coaching, Data analysis, Student assessment", "createdAt" : "2026-06-14T05:59:35.966", "lastUpdated" : "2026-06-15T04:58:30.564", "ingestTimestamp" : "2026-06-14T05:59:35.966", "mongoId" : "69ce5e5f9bc74574cb67a548", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Math intervention", "Tier 3 interventions", "Small group instruction", "Co-teaching", "Math manipulatives", "Conceptual understanding", "Student assessment", "Data utilization", "Formative assessment", "Summative assessment", "Instructional practices", "Guided Math instruction", "Instructional coaching", "Data analysis", "Instructional planning", "Assessment development", "Data-driven decision-making", "Instructional strategies", "Peer coaching", "Response to Intervention Plan", "Local Assessment Plan", "RTI framework", "Mathematics screeners", "District-approved resources", "Instructional technology" ], "skillCount" : 25, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 690.5574, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c948674d8ee00a098ac08", "title" : "Intervention Specialist", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 78000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Intervention Specialist in Columbus, OH, with adjustments for mid-seniority and the education industry." }, "location" : "South Columbus Preparatory Academy - German Village", "locations" : [ "South Columbus Preparatory Academy - German Village" ], "certifications" : [ "Current state license" ], "timestamp" : "2026-06-15T06:23:29.942", "fingerprint" : "3bbae896e315b55c06a3e36a3f8a1ec1e9d277485a67dede0597270909652bde", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7770689003", "externalId" : "7770689003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Columbus", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.9622601,-83.0007065" } ], "locationText" : "Columbus, Ohio, United States", "technicalSkills" : "Microsoft Office, Word, Outlook", "professionalSkills" : [ "Interpreting abilities", "Interpreting disabilities", "Classroom intervention strategies", "Curricular modification", "Regular class assignments", "Diagnostic assessments", "Functional behavior assessments", "Behavior improvement plans", "IEP meetings facilitation", "IEP goals writing", "IEP objectives writing", "Student achievement goals", "Culture goals", "State achievement goals", "Research-based best practices", "Culturally responsive teaching", "Student advisory", "Family communication", "Social-emotional growth communication", "Non-instructional activities planning", "Non-instructional activities implementation" ], "hardSkillsList" : [ "Diagnostic assessment", "Behavioral assessment", "Behavior improvement planning", "IEP goal setting", "IEP objective setting" ], "hardSkills" : [ { "name" : "Diagnostic assessment", "level" : "intermediate" }, { "name" : "Behavioral assessment", "level" : "intermediate" }, { "name" : "Behavior improvement planning", "level" : "intermediate" }, { "name" : "IEP goal setting", "level" : "intermediate" }, { "name" : "IEP objective setting", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavior intervention, IEP development", "majorSkillsList" : [ "Special education", "Behavior intervention", "IEP development" ], "coreResponsibilities" : "Plan educational needs, Plan behavioral needs, Plan social needs, Support educational needs, Support behavioral needs, Support social needs, Interpret student abilities, Interpret student disabilities, Assist in classroom intervention, Modify general education curriculum, Assist student with assignments, Conduct diagnostic assessments, Conduct functional behavior assessments, Write behavior improvement plans, Implement behavior improvement plans, Facilitate IEP meetings, Write IEP goals, Write IEP objectives, Meet student achievement goals, Meet culture goals, Meet state achievement goals, Utilize research-based practices, Integrate culturally responsive teaching, Serve as student advisor, Communicate with families, Plan non-instructional activities, Implement non-instructional activities, Perform other duties", "teamCollaboration" : "Cooperative work with teachers; Work in coaching environment", "domainKnowledge" : "State Standards; Common Core Standards; Special education; Behavioral intervention; IEP process", "domainList" : [ "state-standards", "common-core-standards", "special-education", "behavioral-intervention", "iep-process" ], "domainSpecificKnowledge" : [ "State Standards", "Common Core Standards", "Special education", "Behavioral intervention", "IEP process" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Outlook" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "IEP goals; IEP objectives; Behavior improvement plans", "problemSolvingSkills" : "Classroom intervention strategies; Behavior improvement plans", "specialRequirements" : "Federal criminal background check, State criminal background check", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet state achievement goals", "qualificationsBasic" : "Current state license holder, Knowledge of State Standards, Knowledge of Common Core Standards, Experience in full room inclusion, Experience in Co-Teaching Resource Room, High comfort in growth-focused coaching, High quality written communication, High quality verbal communication, High proficiency in Microsoft Office, Excellent organization skills, Excellent time management skills, Ability to work independently, Ability to contribute to team, Ability to pass background checks", "qualificationsPreferred" : "Experience in multi-cultural setting", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is hiring a highly qualified Intervention Specialist at South Columbus Preparatory Academy - German Village located in Columbus, Ohio. The Intervention Specialist plans for and supports the educational, behavioral, and social needs of the entire school community with a focus on student eligible for special education and related services. Be part of the difference at South Columbus Preparatory Academy at German Village! Founded in 2017, South Columbus Preparatory Academy at German Village is the top performing school in the neighborhood, serving students from EK-8th grade. The public charter school is located on a renovated, historic campus and provides a well-rounded, college prep program emphasizing hands-on learning and character education. South Columbus Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of an Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license holder Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $43,500-55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience, and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. Skills: Special education, Behavior intervention, IEP development. Plan educational needs. Plan behavioral needs", "postedDate" : "2026-06-13T22:21:10.708", "createdAt" : "2026-06-13T22:21:10.708", "lastUpdated" : "2026-06-15T06:23:29.942", "ingestTimestamp" : "2026-06-13T22:21:10.708", "mongoId" : "6a2c948674d8ee00a098ac08", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 78000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Diagnostic assessment", "Behavioral assessment", "Behavior improvement planning", "IEP goal setting", "IEP objective setting", "Special education", "Behavior intervention", "IEP development", "Interpreting abilities", "Interpreting disabilities", "Classroom intervention strategies", "Curricular modification", "Regular class assignments", "Diagnostic assessments", "Functional behavior assessments", "Behavior improvement plans", "IEP meetings facilitation", "IEP goals writing", "IEP objectives writing", "Student achievement goals", "Culture goals", "State achievement goals", "Research-based best practices", "Culturally responsive teaching", "Student advisory", "Family communication", "Social-emotional growth communication", "Non-instructional activities planning", "Non-instructional activities implementation", "State Standards", "Common Core Standards", "Behavioral intervention", "IEP process", "Current state license", "Microsoft Word", "Microsoft Outlook" ], "skillCount" : 36, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 690.3337, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a59e", "title" : "Elementary School: Bilingual Literacy Intervention Teacher 2026-2027", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Senior Elementary School Bilingual Literacy Intervention Teacher in Texas, United States, adjusted for the education industry and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Texas Teacher Certification", "Valid Bilingual Certification", "Valid Texas bilingual Spanish teaching certification" ], "timestamp" : "2026-06-16T03:52:14.432", "fingerprint" : "06711928a335e41324b0773fd521eef7ee2fed149911e522675d6a80c56db248", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186305", "externalId" : "186305", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Literacy intervention", "Biliteracy instruction", "Academic coaching", "Lesson modeling" ], "hardSkillsList" : [ "Spanish Language Arts", "Reading instruction", "Spanish teaching" ], "softSkillsList" : [ "Leadership" ], "hardSkills" : [ { "name" : "Spanish Language Arts", "level" : "intermediate" }, { "name" : "Reading instruction", "level" : "intermediate" }, { "name" : "Spanish teaching", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" } ], "majorSkills" : "Literacy intervention, Biliteracy instruction, Spanish Language Arts, Reading instruction", "majorSkillsList" : [ "Literacy intervention", "Biliteracy instruction", "Spanish Language Arts", "Reading instruction" ], "coreResponsibilities" : "Provide intensive biliteracy intervention, Work collaboratively with teachers, Deliver exemplary biliteracy instruction, Use data to group students, Provide training and support, Participate in professional development, Attend training for reading instruction, Demonstrate best practices, Participate in professional growth, Stay abreast of current research, Assist with assessing student achievement, Evaluate student achievement, Modify instructional activities, Communicate student progress to teachers, Communicate student progress to administrators, Communicate student progress to parents, Fulfill duties required by principal", "teamCollaboration" : "Work collaboratively with teachers", "domainKnowledge" : "Spanish Language Arts; Reading instruction; Language acquisition theories; Biliteracy", "domainList" : [ "spanish-language-arts", "reading-instruction", "language-acquisition-theories", "biliteracy" ], "domainSpecificKnowledge" : [ "Spanish Language Arts", "Reading instruction", "Language acquisition theories", "Biliteracy" ], "communicationSkills" : "Oral communication skills; Written communication skills", "continuousLearning" : "Continuing education; Campus professional developments; District professional developments; Educational seminars; Workshops; Conferences", "specialRequirements" : "Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Lifting less than 40 pounds, Use hands to finger, Handle objects, Feel objects, Use tools, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Occasional irregular hours, Maintain emotional control, Occasional travel to campuses, Occasional travel to district sites, Occasional travel out of state, Work some evenings, Work some weekends, Potential exposure to bodily fluids, Potential childhood illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Texas Teacher Certification, Valid Bilingual Certification, 5 years teaching experience, Fluency in English and Spanish, Knowledge of reading and writing research, Knowledge of instructional strategies, Knowledge of language acquisition theories", "qualificationsPreferred" : "Master's degree preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Literacy Intervention (Bilingual), will provide focused literacy interventions to selected elementary students at the assigned campus. The incumbent will provide leadership and coaching to teachers on effective Spanish/Language Arts and Reading instruction as well as guidance to SLA teachers in utilizing effective reading practices within the classroom setting. This position will assist with assessing and evaluating student achievement, modify instructional activities as required, communicate student progress to classroom teachers, campus administrators and parents and fulfill the duties required by the principal. Position Description Essential Duties and Responsibilities Provide intensive biliteracy intervention in Spanish and/or English to identified small groups of students using “pull-out” and “push-in” models Work collaboratively with teachers to deliver exemplary biliteracy instruction to students Use data to assist teachers identify and group students who need additional biliteracy supports Provide training and support through academic coaching, co-teaching, lesson modeling, facilitating, etc. when working with the classroom teacher Participate in and lead on-going and job-embedded professional development in the area of biliteracy Attend training for methods and strategies that improve general reading instruction and demonstrate best practices Participate in professional growth and development and stay abreast of current research through continuing education, campus/district-level professional developments and meetings, educational seminars, workshops, conferences, membership in professional organizations, etc Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Master's degree preferred Valid Texas Teacher Certification valid Texas Teacher elementary certification Valid Bilingual Certification valid Texas bilingual Spanish teaching certification Minimum of 5 years of teaching experience in Spanish/Language Arts or Reading at the elementary level Fluency in English and Spanish (proficiency in oral and written communication in both languages) Extensive knowledge and experience working with students who require reading and writing intervention Thorough understanding of reading and writing research, instructional strategies and language acquisition theories Strong oral and written communication skills Ability to share expertise with peers while working with students and providing job-embedded professional development Leadership ability and experience in providing coaching and support to classroom teachers in the area of biliteracy Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position may require travel to various campuses, district meeting sites and conferences/meetings in and out of state This position may require the employee to work some evenings and weekends Work may include noisy and/or disruptive student behavior Potential exposure to bodily fluids and frequent childhood, pre-teen or teen illnesses may occur This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position Employees will be required to follow any other job-related instructions and to perform any other job-related duties requested by their supervisor This job description may be revised upon development of other duties and changes in responsibilities TEXAS", "summaryDescription" : "Elementary School: Bilingual Literacy Intervention Teacher 2026-2027. Skills: Literacy intervention, Biliteracy instruction, Spanish Language Arts, Reading instruction. Provide intensive biliteracy intervention. Work collaboratively with teachers", "createdAt" : "2026-06-14T20:48:50.445", "lastUpdated" : "2026-06-16T03:52:14.432", "ingestTimestamp" : "2026-06-14T20:48:50.445", "mongoId" : "69ce5e5f9bc74574cb67a59e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Spanish Language Arts", "Reading instruction", "Spanish teaching", "Leadership", "Literacy intervention", "Biliteracy instruction", "Academic coaching", "Lesson modeling", "Language acquisition theories", "Biliteracy", "Valid Texas Teacher Certification", "Valid Bilingual Certification", "Valid Texas bilingual Spanish teaching certification" ], "skillCount" : 13, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Senior", "dataQualityScore" : 0.5555556, "_score" : 685.84894, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f12", "title" : "Aide Special Education (Resource/Inclusion Services) - Brazos Bend Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Special Education Aide in Sugar Land, United States, with adjustments for the education industry." }, "location" : "TEXAS-SUGAR LAND-BRAZOS BEND ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-BRAZOS BEND ELEMENTARY SCHOOL", "
BRAZOS BEND ELEMENTARY SCHOOL (136)
621 CUNNINGHAM CREEK BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T09:27:14.457", "fingerprint" : "0a66ad7fa4feb2a142e52b690a6e7c06bcc4d7bfef0614fd7107abe837685acd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=182427", "externalId" : "182427", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress documentation", "Instructional material preparation" ], "hardSkillsList" : [ "IEP implementation", "Behavior management", "Personal care services", "Data charting" ], "hardSkills" : [ { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Data charting", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavioral intervention", "majorSkillsList" : [ "Special education support", "Student safety", "Behavioral intervention" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement student's Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an engaging environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect student progress data, Document student progress, Chart student progress, Collaborate with campus staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain student information confidentiality, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher; Collaborate with campus staff", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavioral intervention strategies; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavioral-intervention-strategies", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Data collection; Progress documentation; Service logs; Accommodation logs; IEP target data; Behavior data", "continuousLearning" : "Attend professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Inclement weather exposure, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student behavior, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Normal safety precautions, Prolonged hours, Irregular hours, Maintain emotional control, Work in classrooms, Work in offices, Work stations, Meeting rooms, Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "48 college hours, Passing score on Para Professional assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival/departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Resource/Inclusion Services) - Brazos Bend Elementary 2025-2026. Skills: Special education support, Student safety, Behavioral intervention. Provide direct support to students. Assist teacher and staff", "createdAt" : "2026-06-14T07:12:00.563", "lastUpdated" : "2026-06-15T09:27:14.457", "ingestTimestamp" : "2026-06-14T07:12:00.563", "mongoId" : "6960822e0937eae70e9c7f12", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavior management", "Personal care services", "Data charting", "Special education support", "Student safety", "Behavioral intervention", "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress documentation", "Instructional material preparation", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "skillCount" : 25, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 679.14246, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca0a874d8ee00a09a2dbe", "title" : "Intervention Specialist", "company" : "Applied Behavioral Services", "industry" : "Applied Behavioral Services", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Intervention Specialist in Cincinnati, OH, adjusted for mid-seniority and healthcare industry." }, "location" : "Cincinnati, OH", "locations" : [ "Cincinnati, OH" ], "certifications" : [ "Intervention Specialist license" ], "timestamp" : "2026-06-15T07:35:24.343", "fingerprint" : "c78abf24fd7cd47c7f38fdf9ffb0b4ef9fa54e9060266a48420ebff45e07645a", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/applied-behavioral-services/c2fb4440-29b9-4022-8287-c37fcddd214f/application", "externalId" : "c2fb4440-29b9-4022-8287-c37fcddd214f", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Cincinnati", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.1012809,-84.5127405" } ], "locationText" : "Cincinnati, Ohio, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Academic instruction", "Functional skill development", "Behavior support" ], "hardSkillsList" : [ "IEP development", "Lesson planning", "Assessment conduction", "Progress recording", "Strategy adjustment", "Instructional practices", "Behavioral practices" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Assessment conduction", "level" : "intermediate" }, { "name" : "Progress recording", "level" : "intermediate" }, { "name" : "Strategy adjustment", "level" : "intermediate" }, { "name" : "Instructional practices", "level" : "intermediate" }, { "name" : "Behavioral practices", "level" : "intermediate" } ], "majorSkills" : "Individualized educational programs, Academic instruction, Functional skill development, Behavior support", "majorSkillsList" : [ "Individualized educational programs", "Academic instruction", "Functional skill development", "Behavior support" ], "coreResponsibilities" : "Design individualized educational programs, Lead individualized educational programs, Integrate academic instruction, Integrate functional skill development, Integrate behavior support, Collaborate across disciplines, Develop IEPs with measurable goals, Implement IEPs with measurable goals, Plan structured lessons, Deliver structured lessons, Conduct assessments, Record progress, Adjust strategies based on data, Adjust strategies based on input, Guide paraprofessionals, Coach paraprofessionals, Guide classroom staff, Coach classroom staff, Collaborate with families, Collaborate with therapists, Collaborate with service providers", "teamCollaboration" : "Multidisciplinary team environment; Across disciplines; With families; With therapists; With related service providers", "domainKnowledge" : "Autism; Developmental disabilities; Behavior management; Sensory regulation; Evidence-based teaching", "domainList" : [ "autism", "developmental-disabilities", "behavior-management", "sensory-regulation", "evidence-based-teaching" ], "domainSpecificKnowledge" : [ "Autism", "Developmental disabilities", "Behavior management", "Sensory regulation", "Evidence-based teaching" ], "communicationSkills" : "Communication skills", "documentationSkills" : "Documentation skills", "continuousLearning" : "Tuition reimbursement; Career development programs; Leadership training", "outcomesObjectives" : "Empower independence and success; Academic growth; Behavioral growth", "qualificationsBasic" : "Intervention Specialist license, Bachelor's degree in special education, Experience developing IEPs, Experience implementing IEPs, Experience evaluating IEPs, Knowledge of behavior management, Knowledge of sensory regulation, Knowledge of evidence-based teaching methods, Data tracking skills, Documentation skills, Communication skills, Commitment to collaborative work", "qualificationsPreferred" : "Experience with autism, Experience with developmental disabilities", "workSiteFlexibility" : "Onsite", "rawDescription" : "At Applied Behavioral Services, we believe progress is possible for every learner. Our team delivers 11 month, ABA-based education and treatment to help children and young adults build skills that last. Collaboration, integrity, and measurable outcomes guide our work, every day. As an Intervention Specialist at The Applied Behavioral Services, you’ll design and lead individualized educational programs that integrate academic instruction, functional skill development, and behavior support. You’ll collaborate across disciplines to ensure every student receives a whole-child education that empowers independence and success. What You’ll Need - Valid Intervention Specialist license and bachelor’s degree in special education or related field - Experience developing, implementing, and evaluating IEPs for students with autism or developmental disabilities - Knowledge of behavior management, sensory regulation, and evidence-based teaching methods - Strong data tracking, documentation, and communication skills - Commitment to working collaboratively within a multidisciplinary team environment What You’ll Do - Develop and implement IEPs with measurable goals tailored to academic and behavioral growth - Plan and deliver structured lessons that support learning, life skills, and social-emotional development - Conduct assessments, record progress, and adjust strategies based on student data and team input - Guide and coach paraprofessionals and classroom staff in consistent instructional and behavioral practices - Collaborate with families, therapists, and related service providers to ensure holistic student support Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you Applied Behavioral Services is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Intervention Specialist at Applied Behavioral Services. Skills: Individualized educational programs, Academic instruction, Functional skill development, Behavior support. Design individualized educational programs. Lead individualized educational programs", "createdAt" : "2026-06-13T22:13:21.414", "lastUpdated" : "2026-06-15T07:35:24.343", "ingestTimestamp" : "2026-06-13T22:13:21.414", "mongoId" : "6a2ca0a874d8ee00a09a2dbe", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "IEP development", "Lesson planning", "Assessment conduction", "Progress recording", "Strategy adjustment", "Instructional practices", "Behavioral practices", "Individualized educational programs", "Academic instruction", "Functional skill development", "Behavior support", "Autism", "Developmental disabilities", "Behavior management", "Sensory regulation", "Evidence-based teaching", "Intervention Specialist license" ], "skillCount" : 17, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 677.4018, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2c948774d8ee00a098ac24", "title" : "Intervention Specialist", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Intervention Specialist in Westerville, OH, adjusted for mid-seniority in the Education industry." }, "location" : "Cornerstone Academy - High School", "locations" : [ "Cornerstone Academy - High School" ], "certifications" : [ "State license" ], "timestamp" : "2026-06-15T08:10:29.213", "fingerprint" : "d5004e8474a36b7555cdb5d1b002cf2225ac09f59d44db72f6539c788aba7d48", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7770652003", "externalId" : "7770652003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Westerville", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.1261390,-82.9295287" } ], "locationText" : "Westerville, Ohio, United States", "professionalSkills" : [ "Talent management", "Employee relations", "HR processes", "Organizational development", "Coaching" ], "hardSkillsList" : [ "Diagnostic assessments", "Functional behavior assessments", "Behavior improvement plans", "IEP meetings", "IEP goals", "Culturally responsive teaching" ], "softSkillsList" : [ "Written communication", "Verbal communication", "Organization", "Time management", "Independent work", "Team contribution" ], "hardSkills" : [ { "name" : "Diagnostic assessments", "level" : "intermediate" }, { "name" : "Functional behavior assessments", "level" : "intermediate" }, { "name" : "Behavior improvement plans", "level" : "intermediate" }, { "name" : "IEP meetings", "level" : "intermediate" }, { "name" : "IEP goals", "level" : "intermediate" }, { "name" : "Culturally responsive teaching", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Written communication" }, { "name" : "Verbal communication" }, { "name" : "Organization" }, { "name" : "Time management" }, { "name" : "Independent work" }, { "name" : "Team contribution" } ], "majorSkills" : "Individualized Education Program, Student achievement, Social-emotional development", "majorSkillsList" : [ "Individualized Education Program", "Student achievement", "Social-emotional development" ], "coreResponsibilities" : "Support educational goals, Support behavioral goals, Interpret student abilities, Interpret student disabilities, Modify general education curriculum, Assist student with assignments, Conduct diagnostic assessments, Conduct functional behavior assessments, Write behavior improvement plans, Implement behavior improvement plans, Facilitate IEP meetings, Write IEP goals, Write IEP objectives, Meet student achievement goals, Meet culture goals, Meet state achievement goals, Utilize research-based practices, Integrate culturally responsive practices, Serve as advisor, Communicate with families, Participate in non-instructional activities, Perform other duties", "teamCollaboration" : "Work cooperatively with teachers; Work with students; Work with parents; Work with colleagues", "domainKnowledge" : "Individualized Education Program; State Standards; Common Core Standards; Growth-focused coaching", "domainList" : [ "individualized-education-program", "state-standards", "common-core-standards", "growth-focused-coaching" ], "domainSpecificKnowledge" : [ "Individualized Education Program", "State Standards", "Common Core Standards", "Growth-focused coaching" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Outlook" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "IEP goals; IEP objectives; Behavior improvement plans", "specialRequirements" : "Federal background check, State background check", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to culture; Meet all state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, High proficiency in Microsoft Office, Ability to pass federal criminal checks, Ability to pass state criminal checks", "qualificationsPreferred" : "Experience in multi-cultural setting", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking highly qualified Intervention Specialists at Cornerstone Academy - High School in Westerville, Ohio dedicated to providing a superior education for all students. We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Cornerstone Academy! The award-winning, top-performing charter school serves Northeast Columbus communities with a well-rounded, college-prep education. Offering a full K-12th grade educational experience, Cornerstone’s program emphasizes art, music and STEM. Known for its nurturing teachers and staff, the school has a wide range of specialty classes, clubs, sports and activities. Cornerstone Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $51,500-55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience, and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. Skills: Individualized Education Program, Student achievement, Social-emotional development. Support educational goals. 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Become an elementary substitute teacher in Austin, TX and create powerful moments that shift students’ perception of what’s possible. We are currently accepting applications for the 2026-27 school year, and you can start the interview process right away! In Hawaiian, Kokua (Koh-KOO-ah) means to come together to fulfill a need. For us, that means placing positive role models in classrooms who spark a love for learning. You’ll earn: Up to $200/day paid weekly $129 daily - some college (48+ credits), or Associate’s $150 daily - Bachelor’s or higher $200 daily - long-term assignments (all qualification levels) Paid via W-2, meaning no year-end tax headaches What makes Kokua different: You set the schedule - work up to 5 days/week in teaching assignments you’re most excited about Get hired fast - receive an offer within 1 week of applying Path to full-time - get your foot in the door for permanent roles at high-performing K-12 schools Teach close to home - choose from K-12 schools across the Austin area Real support, 6am-8pm daily - we care about your success Add representation - help kids learn from your unique experiences You’re a great fit if you: Have at least 1 year working with kids in any setting (classroom, tutoring, coaching, etc.) Completed 48+ college credit hours Feel confident managing a classroom of students Are willing to step in where needed - this could include lunch/recess supervision, hallway monitoring, tutoring, and proctoring during testing season Pass state & federal background checks (costs reimbursed after 10 assignments) Believe every child has a unique & powerful gift to share with the world Pro tip: To put your best foot forward, please include all relevant experience working with students on your resume to be considered for this role! 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Become an elementary substitute teacher in San Antonio, TX and create powerful moments that shift students’ perception of what’s possible. We are currently accepting applications for the 2026-27 school year, and you can start the interview process right away! In Hawaiian, Kokua (Koh-KOO-ah) means to come together to fulfill a need. For us, that means placing positive role models in classrooms who spark a love for learning. You’ll earn: Up to $172/day paid weekly $140/day for daily positions and $172/day for long-term positions Paid via W-2, meaning no year-end tax headaches What makes Kokua different: You set the schedule - work up to 5 days/week in teaching assignments you’re most excited about Get hired fast - receive an offer within 1 week of applying Path to full-time - get your foot in the door for permanent roles at high-performing K-12 schools Teach close to home - choose from K-12 schools across the San Antonio area Real support, 6am-8pm daily - we care about your success Add representation - help kids learn from your unique experiences You’re a great fit if you: Have at least 1 year working with kids in any setting (classroom, tutoring, coaching, etc.) Completed 48+ college credit hours Feel confident managing a classroom of students Are willing to step in where needed - this could include lunch/recess supervision, hallway monitoring, tutoring, and proctoring during testing season Pass state & federal background checks (costs reimbursed after 10 assignments) Believe every child has a unique & powerful gift to share with the world Pro tip: To put your best foot forward, please include all relevant experience working with students on your resume to be considered for this role! 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Martinson", "67213" ], "certifications" : [ "Kansas Elementary Teaching license", "School Counseling License", "Social Work accreditation" ], "timestamp" : "2026-06-15T03:32:30.517", "fingerprint" : "705870b7007c2769a3ed51a516519c2831e9d7457fba5d3fa9038da7fee998b3", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86052", "externalId" : "86052", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Behavior regulation", "Relationship building", "Problem solving" ], "hardSkillsList" : [ "Data analysis", "Behavior data collection" ], "hardSkills" : [ { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Behavior data collection", "level" : "intermediate" } ], "majorSkills" : "Behavior intervention, Positive behavior supports, SECD modeling", "majorSkillsList" : [ "Behavior intervention", "Positive behavior supports", "SECD modeling" ], "coreResponsibilities" : "Assist Principal with school-wide improvement plan, Provide behavioral leadership, Conduct staff development, Model SECD and positive behavior supports, Work directly with students, Collaborate with teachers on behavior supports, Assist in acquiring resources for students, Identify effective behavioral strategies, Analyze behavior data, Implement strategies and resources, Collect data to monitor progress, Collaborate with Child Study Team, Serve as consultant to administration, Serve as consultant to teachers, Serve as consultant to families, Perform other duties as assigned, Work directly with students, Collaborate with teachers, Collaborate with Building Administration", "teamCollaboration" : "Leadership Team; Teachers and building administrator; Child Study Team Members; Administration, teachers and families", "domainKnowledge" : "Elementary students; District standards; Assessments; School-wide behavior development; Student achievement", "domainList" : [ "elementary-students", "district-standards", "assessments", "school-wide-behavior-development", "student-achievement" ], "domainSpecificKnowledge" : [ "Elementary students", "District standards", "Assessments", "School-wide behavior development", "Student achievement" ], "toolProficiency" : [ "Computers", "Copiers", "Scanners", "Fax machine", "Smart-boards", "Clickers" ], "communicationSkills" : "Verbal communication; Written communication", "problemSolvingSkills" : "Problem solving", "specialRequirements" : "Walk long distances, Respond rapidly in emergency situations, Stand for long periods, Bend, twist, balance, stoop, Climb steps, Reach overhead, Lift, push, pull up to 20 pounds, Work five days a week, Work up to seven hours per day", "outcomesObjectives" : "Increased student achievement", "qualificationsBasic" : "Kansas Elementary Teaching license, School Counseling License, Social Work accreditation, Valid Kansas Driver's License", "qualificationsPreferred" : "3 to 5 years of teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Behavior Intervention-Elem-LIC Position Function: Instructional teacher, to the Building Principal for assisting with the coordination of student¿s daily behavior regulation, relationship building and problem solving. Responsible for modeling SECD and Positive Behavior Supports to develop behavior experts in their building. Essential Performance Responsibilities: Assists the Principal with the development and revision of the school-wide improvement plan while working as part of the Leadership Team. Provides behavioral leadership and results based staff development focused on meeting the goals of the school-wide program and comprehensive school reform Modeling of SECD and positive behavior supports while working directly with students. Collaborating with teachers and building administrator on positive behavior supports put in place for individual students. Assists in identifying, acquiring and organizing available resources for students. Identifies and communicates to classroom teacher's effective behavioral strategies to meet the educational needs of the students Analyzes behavior data, identifies and implements strategies and resources to address individual student needs Collects data to monitor and report students' progress Collaborates with Child Study Team Members, and classroom teachers as part of Individual Problem Solving Process. Serves as a consultant to administration, teachers and families Performs other duties as assigned to insure the success of the school-wide behavior development program and increased student achievement Must be able to work directly with students Must collaborate with Teachers and Building Administration Additional Duties: Assists with additional duties as assigned by supervisors. Equipment: Must be able to use basic office equipment such as computers, copiers, scanners, and fax machine. As well as instructional technology (Smart-boards, clickers, etc.). Travel: Limited travel may be required. Physical and Mental Demands: Must be able to walk long distances Respond rapidly in emergency situations Stand for long periods of time Bend, twist, balance, stoop, climb steps, reach overhead, lift, push, pull up to 20 pounds or more with assistance Work five days a week, up to seven hours or more per day, or as assigned Knowledge, Skills, and Abilities: Background knowledge and experience in teaching elementary students Familiar with District standards and assessments Able to communicate effectively both verbally and in writing Exhibit a professional manner to all customers Ability to prioritize and organize Ability to perform a variety of tasks Ability to change assignments on short notice Ability to perform under deadline and work in a calm and efficient manner Ability to work in a positive and cooperative manner with others in the workplace Interrelations: Heavy contact with staff and students Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must exhibit a professional manner and maintain a positive attitude with all students and colleagues Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Kansas Elementary Teaching license, School Counseling License, or have a Social Work accreditation 3 to 5 years of teaching experience preferred Valid Kansas Driver's License required Bachelor's Degree required FLSA Status: Exempt", "summaryDescription" : "Behavior Intervention-Elementary (2026-2027 School Year). Skills: Behavior intervention, Positive behavior supports, SECD modeling. Assist Principal with school-wide improvement plan. 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We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. About the Opportunity: Responsibilities of the Intervention Specialist include: Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us: History Founded in 2001, Constellation Schools grew out of a community’s desire to offer an educational choice that balanced academic achievement with life skills, character education, and social-emotional learning. Over the years, Constellation Schools garnered many awards including the US Department of Education’s Blue Ribbon award and multiple School of Promise and Momentum awards from the Ohio Department of Education. Today, Constellation Schools comprise of 15 learning communities operated by ACCEL Schools, one of the nation’s leading charter school management companies. Mission & Vision Constellation Schools provide every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success. Exceptional learning communities characterized by high expectations and academic excellence Teachers are inspiring, compassionate, and committed to the success of every student Students are actively engaged life-long global learners on the path to becoming responsible, compassionate, and involved world citizens We offer the following benefits: Compensation The salary range for this position is $45,000 - $60,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "K-12th Grade Intervention Specialist at Constellation Schools. 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"is_estimated" : true, "estimation_basis" : "Market baseline for an Elementary Principal in Texas, adjusted for manager seniority and the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Texas Mid-Management or Principal Certification", "Advancing Educational Leadership (AEL) certificate", "Instructional Leadership Development (ILD or ILT)", "Board Approved T-TESS Certification" ], "timestamp" : "2026-06-15T22:44:28.859", "fingerprint" : "be0f6f3af9b01bbb5573889548c1c5a43951b8e9a59bc0db1375e49e743c0189", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=193199", "externalId" : "193199", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional leadership", "School 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"intermediate" }, { "name" : "Organizational skills", "level" : "intermediate" }, { "name" : "Public relations skills", "level" : "intermediate" }, { "name" : "Interpersonal skills", "level" : "intermediate" } ], "majorSkills" : "Educational leadership, School administration, Campus improvement planning, Staff development", "majorSkillsList" : [ "Educational leadership", "School administration", "Campus improvement planning", "Staff development" ], "coreResponsibilities" : "Define school vision and mission, Provide educational leadership, Ensure high standards, Ensure compliance with district policies, Perform district-wide administrative duties, Assume administrative responsibility for campus, Assume instructional leadership for campus, Develop Campus Improvement Plan, Review Campus Improvement Plan, Revise Campus Improvement Plan, Update Campus Improvement Plan, Implement Response to Intervention expectations, Communicate Response to Intervention expectations, Monitor Response to Intervention expectations, Direct staff development, Oversee discipline management, Monitor discipline management, Analyze data, Interpret data, Address school needs, Address community needs, Communicate with students, Communicate with staff, Communicate with parents, Communicate with administrators, Share information, Develop plans, Resolve conflicts, Maintain positive culture, Maintain positive climate, Establish parent involvement techniques, Establish community involvement techniques, Interview staff, Select staff, Evaluate staff, Grow school staff, Recommend termination of employees, Recommend suspension of employees, Recommend transfer of employees, Recommend promotion of employees, Recommend renewal of employees, Recommend non-renewal of employees, Define staff performance expectations, Oversee expenditures, Maintain fiscal control, Report financial information, Manage school facilities, Coordinate facility maintenance, Ensure clean learning environment, Ensure orderly learning environment, Ensure safe learning environment, Supervise faculty, Supervise staff, Train employees, Assign work, Direct work, Appraise performance, Reward employees, Discipline employees, Address employee complaints, Resolve employee problems", "teamCollaboration" : "Campus Based Leadership Team", "domainKnowledge" : "Curriculum and instruction; Instructional strategies; Classroom management; FBISD district policies", "domainList" : [ "curriculum-and-instruction", "instructional-strategies", "classroom-management", "fbisd-district-policies" ], "domainSpecificKnowledge" : [ "Curriculum and instruction", "Instructional strategies", "Classroom management", "FBISD district policies" ], "communicationSkills" : "Public relations", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Data interpretation", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items < 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Prolonged or irregular hours, Maintain emotional control under stress, Travel may be required", "qualificationsBasic" : "Master's degree, Valid Texas Mid-Management or Principal Certification, Minimum of 3 years of administrative experience, Minimum of 2 years of successful classroom teaching experience, Possesses a moral and ethical compass, Demonstrates a heart and passion for leadership", "qualificationsPreferred" : "Advancing Educational Leadership (AEL) certificate or its equivalent, Instructional Leadership Development (ILD or ILT) or must be obtained within 3 months, Board Approved T-TESS Certification or must be obtained within 3 months", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Principal will define the vision and mission of the school, provide strong educational leadership to ensure high standards of instruction; ensure compliance with FBISD district policies and perform related district-wide administrative duties as required and/or assigned. Position Description Essential Duties and Responsibilities Instructional Leadership and School Management Assume administrative responsibility and instructional leadership for the campus Develop, review, revise, and continuously update the Campus Improvement Plan each year, with the assistance of the Campus Based Leadership Team Demonstrate thorough understanding of state and federal accountability systems Implement, communicate, and monitor Response to Intervention expectations to staff, parents, and students Direct the development and implementation of campus specific staff development Oversee and monitor a structured discipline management School/Community Relations Analyze and interpret available data to address needs of school and community Communicate effectively with students, staff, parents and other system administrators to share information, develop plans, resolve conflicts, and maintain a positive culture and climate Establish techniques to ensure parent and community involvement Personnel Management Interview, select, evaluate, and grow high quality school staff Recommend to the Superintendent/Asst. Superintendent decisions regarding termination, suspension, transfer, promotion, renewal or non-renewal of employees assigned to the campus Define expectations for staff performance regarding instructional strategies, classroom management and communication with the public Fiscal, Administrative and Facility Management Oversee expenditures, maintain fiscal control based on documented program needs, and accurately report financial information Manage the use of and coordinate the maintenance of school facilities and grounds to ensure a clean, orderly and safe learning environment Supervisory Responsibilities Carries out supervisory responsibilities for the faculty and staff of the assigned campus in accordance with the District’s policies and applicable laws Responsibilities include interviewing, hiring, and training employees Planning, assigning, and directing work Appraising performance Rewarding and disciplining employees Addressing complaints and resolving problems. Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Master's degree Valid Texas Mid-Management or Principal Certification Advancing Educational Leadership (AEL) certificate or its equivalent Instructional Leadership Development (ILD or ILT) or must be obtained within 3 months of start date as designated by the Department of School Leadership Board Approved T-TESS Certification or must be obtained within 3 months of start date as designated by the Department of School Leadership Minimum of 3 years of administrative experience as an assistant principal, associate principal or dean of instruction Minimum of 2 years of successful classroom teaching experience Possesses a moral and ethical compass Demonstrates a heart and passion for leadership Working knowledge of curriculum and instruction Ability to evaluate instructional program and teaching effectiveness Ability to manage personnel Ability to coordinate campus functions Ability to implement policy and procedures Ability to interpret data Strong organizational, communication, public relations, and interpersonal skills Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Travel may be required to attend district and/or state meetings and conferences and school-related events. TEXAS", "summaryDescription" : "Elementary Principal. Skills: Educational leadership, School administration, Campus improvement planning, Staff development. Define school vision and mission. 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Work with CFO; Work with Executive Director of Special Education; Work with transportation personnel", "domainKnowledge" : "Pennsylvania Core Curriculum; Pennsylvania Standards; Charter school laws; Special Education; Response to Interventions (RtII); InTASC standards; PSEL standards; Act 82; Educator Effectiveness System", "domainList" : [ "pennsylvania-core-curriculum", "pennsylvania-standards", "charter-school-laws", "special-education", "response-to-interventions-rtii", "intasc-standards", "psel-standards", "act-82", "educator-effectiveness-system" ], "domainSpecificKnowledge" : [ "Pennsylvania Core Curriculum", "Pennsylvania Standards", "Charter school laws", "Special Education", "Response to Interventions (RtII)", "InTASC standards", "PSEL standards", "Act 82", "Educator Effectiveness System" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Filing reports; Filing records; Maintaining records; Maintaining student records", "continuousLearning" : "Professional development opportunities; Keeping current with literature; Keeping current with research findings; Attending professional meetings; Attending professional conventions", "problemSolvingSkills" : "Data analysis; Problem identification", "specialRequirements" : "Pennsylvania Criminal Record Check, Pennsylvania Child Abuse Clearance, FBI Criminal Background Clearance", "outcomesObjectives" : "Ensure smooth operation of school; Ensure effective instructional strategies; Identify struggling students; Identify curriculum shortfalls; Identify teacher quality issues; Ensure proper delivery of special education services; Ensure day-to-day security of building; Ensure consistency with school values; Ensure consistency with school goals", "qualificationsBasic" : "Masters' Degree in Educational Administration or related field, 3-5 years of demonstrated classroom experience, 2 plus years demonstrated success supervising or leading a team of educators, Pennsylvania Criminal Record Check Clearance, Pennsylvania Child Abuse Clearance, FBI Criminal Background Clearance, Valid Commonwealth of Pennsylvania Administrative II Certificate in School Administration Principal PK-12", "workSiteFlexibility" : "Onsite", "rawDescription" : "Established in 1998 with 97 students, CCCS has steadily increased to more than 4,000 students in grades K-8 across 12 state-of-the-art buildings on four campuses. The school is a true community success story that has transformed the lives of thousands of students and their families, while breathing life back into a city that was once one of Philadelphia’s most vibrant manufacturing suburbs. Job Summary: The Principal is responsible for the academic success of the school. Leads all academic/student issues, including teaching, curriculum, discipline and building security. The Principal provides daily supervision to instructional staff, interacts with parents and the community at large relative to school operations. Further, the Principal works closely with the other administrators to ensure the smooth operation of the school. The Principal sets a positive tone for the school and brings high energy and enthusiasm to the position. Essential Functions: Reports directly to the Assistant Superintendent and is responsible for the-day-to-day activities within the current laws of the Commonwealth of Pennsylvania for the overall management of instruction Works in conjunction with the Building Director and other administrators, and oversees the implementation of the curriculum Responsible for the logistics of implementing all standardized testing Maintains regular contact with parents/guardians-of students and the community Responsible for the discipline of students Creates, manages, and evaluates operational processes to ensure consistency with the school’s values and goals Supervises instructional methods, evaluates lesson plans and coaches teachers to ensure effective instructional strategies Works in concert with the CFO to facilitate the ordering of instructional supplies/equipment Ensures the effective collection and analysis of student performance data to identify struggling students, curriculum shortfalls, and teacher quality issues Serves as the Administrative Representative to the Parent Teacher Organization Works in conjunction with the Executive Director of Special Education to ensure proper delivery of special education services Responsible for the day-to-day security of the building Contributes to the development of the total school philosophy of education Assists in the adaption of the school policies Keeps informed of all legal requirements pertaining to public school/charter school programs Develops professional development opportunities Evaluates existing programs as an ongoing responsibility, and recommends changes and additions as needed Recommends promotion for personnel Serves as the primary evaluator for all teachers Assists in recruitment, selection, and recommendation for hiring Assumes responsibility for compiling, maintaining and filing all reports, records, and other documents legally required or administratively useful Develops and maintains complete and cumulative individual records of all students Assists in writing grant applications when the opportunity or necessity requires it Coordinates with appropriate transportation personnel the transportation of all students Develops budget recommendations and provides expenditure control on established budgets Approves all supplies, materials, and texts Consults with parents of students enrolled in the school Assumes responsibility for own professional growth and development, for keeping current with the literature, new research findings, and improved techniques, and for attending appropriate professional meetings and conventions Performs other related duties as assigned Minimum Requirements: Masters' Degree in Educational Administration or related field from an accredited college or university 3-5 years of demonstrated classroom experience 2 plus years demonstrated success supervising or leading a team of educators Pennsylvania Criminal Record Check Clearance Pennsylvania Child Abuse Clearance FBI Criminal Background Clearance Certificates/Licenses: Valid Commonwealth of Pennsylvania Administrative II Certificate in School Administration Principal PK-12 Demonstrated Knowledge of: Pennsylvania Core Curriculum and Standards Federal and state laws and regulations related to charter schools including Special Education Response to Interventions (RtII) Positive Behavior Intervention and Supports (PBIS) Interstate Teacher Assessment and Support Consortium (InTASC) standards Professional Standards for Educational Leaders (PSEL) Act 82, Teacher Effectiveness Framework (Educator Effectiveness System) School programs and processes and policies Demonstrated ability to: Plan, coordinate, and direct work and activities of teaching professionals Promote and market the educational program and services of the school Communicate clearly and effectively in both oral and written language Establish and maintaining positive, respectful relationships with a variety of people Engage families and the larger community in the life of the school Motivate teachers and staff in order to assist them in effectively delivering educational services to students Note: CCCS has the exclusive right to alter this job description at any time. This job description is not an employment agreement or contract.", "summaryDescription" : "Elementary Principal at Chester Community Charter School. Skills: Academic success, Student issues management, Curriculum oversight, Teacher supervision. Manage instruction within Pennsylvania laws. Oversee curriculum implementation", "postedDate" : "2026-06-14T18:44:07.688", "createdAt" : "2026-06-14T18:44:07.688", "lastUpdated" : "2026-06-16T01:50:46.296", "ingestTimestamp" : "2026-06-14T18:44:07.688", "mongoId" : "6a2ca36174d8ee00a09ab76c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 95000, "salaryAnnualMax" : 145000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Standardized testing logistics", "Student record maintenance", "Grant application writing", "Student transportation coordination", "Leadership", "Academic success", "Student issues management", "Curriculum oversight", "Teacher supervision", "Curriculum implementation", "Instructional methods", "Teacher evaluation", "Data analysis", "Budget development", "Expenditure control", "Pennsylvania Core Curriculum", "Pennsylvania Standards", "Charter school laws", "Special Education", "Response to Interventions (RtII)", "InTASC standards", "PSEL standards", "Act 82", "Educator Effectiveness System", "Pennsylvania Administrative II Certificate" ], "skillCount" : 25, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Manager", "dataQualityScore" : 0.7777778, "_score" : 635.9394, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a3061e7f292fd229cf98409", "title" : "DSP Community Inclusion Support Specialist - Community Living Support Program", "company" : "Dungarvin", "industry" : "Individual And Family Services", "salary" : { "min" : 1900.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Eugene, OR, United States", "locations" : [ "Eugene", "OR", "United States" ], "timestamp" : "2026-06-16T11:22:56.460", "fingerprint" : "b20064312f26d0dc068c0c3c5eb99fc2902987c13708536c3fa11de251dd4f50", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/Dungarvin/744000132267979-dsp-community-inclusion-support-specialist-community-living-support-program-", "externalId" : "744000132267979", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Eugene", "state" : "Oregon", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "44.0505054,-123.0950506" } ], "locationText" : "Eugene, Oregon, United States", "employmentType" : "FULL_TIME", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "coreResponsibilities" : "Provide direct support to individuals, Assist individuals with daily living, Support individuals in community, Promote inclusion and independence, Implement support plans, Document services provided, Participate in team meetings", "teamCollaboration" : "Supportive team environment", "domainKnowledge" : "Community living", "domainList" : [ "community-living" ], "domainSpecificKnowledge" : [ "Community living" ], "documentationSkills" : "Documentation of services", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "At Dungarvin, we are more than a provider of support services—we are a mission-driven team rooted in respect, response and choice. Since 1976, we have been dedicated to meeting people where they are - providing person-centered supports that allow individuals with intellectual/developmental disabilities and/or complex medical needs to live as independently as possible. Our team is united by a shared commitment to making a real difference, and we encourage you to embrace this opportunity to impact someone’s life! TO QUALIFY: * Employees must be at least 18 years of age per Oregon State Administrative Rules * Prefer personal or professional experience working with persons with intellectual or developmental disabilities. OR experience in front-facing customer service role and a true passion for helping vulnerable populations. * Valid Driver’s License and access to a reliable vehicle is required for the Community Living Support Program. * Ability to maintain a professional demeanor, attire and personal presentation when interacting with persons served and their families. WHAT WE OFFER: * Rates Starting at: $19.00/Hr. * Full-time available * Scheduled pay increases * Medical, Vision and Dental Insurance for FT employees * Supplemental Insurance * Flex Spending and HSA Accounts for FT employees * Pet Insurance * Free Life Insurance * 401 K plan with Match * PAID TIME OFF (PTO) for eligible employees * PTO Donation * Growth and Development Opportunities * Employee Referral Program & Employee Assistance Program * National Brand Discounts * Tapcheck - early pay access * Job mobility options within Dungarvin 17 states of services * Paid training and orientation schedule: Mon-Fri 9am-5pm for the first 2 weeks of employment What You Get to Do: The Community Inclusion Support Specialist (DSP) is responsible for providing 1:1 support in individuals homes. The CISS/DSP will help individuals stay active and engaged by providing transportation to fun community events, hobbies, appointments, shopping trips, and other outings / errands. The CISS/DSP will also assist with a variety of household duties including cleaning, laundry, meal prep, budgeting and establishing routines. This program is to help the person served with living independently and day-to-day routines. If you are passionate about providing care and are willing to challenge yourself daily to make a positive impact on the lives of those you care for, we want YOU on our team. * Enrich and support the lives of the persons served while maintaining a safe and healthy environment. * Provide companionship and personalized care while encouraging independence and self-care. * Assist with activities of daily living, including community-based supports. * Implement positive behavior supports and de-escalate challenging behaviors when needed. * Duties may periodically include personal care assistance and support with prescribed medications. * Other duties as assigned. Why This Role: * Personal fulfillment, a meaningful career, and the chance to make a difference. * Positively impact someone’s life. * Gain health care experience to further your career. * Flexibility in schedule based on ability to form solid relationships. ## Qualifications What Makes You a Great Fit: * Valid Driver’s License and access to a reliable vehicle is required for the Community Living Support Program. * Prefer personal or professional experience working with persons with intellectual or developmental disabilities. OR experience in front-facing customer service role and a true passion for helping vulnerable populations. * Ability to work independently and be resourceful to problem solve without direct supervision. * Have a true passion to help others. * Dependable, adaptable, flexible. * Effective communication is key in this role. You will rely on your reading, writing, and communication skills to document care, follow support plans, and collaborate with both internal and external team members. * Ability to maintain a professional demeanor, attire and personal presentation when interacting with persons served and their families. * Must be at least 18 years old * Must be able to provide references * Able to attend two weeks of PAID in-house orientation and training ## Additional Information We believe in supporting not only those we serve but also each other, ensuring a collaborative and supportive work environment for all. Dungarvin is an Equal Opportunity Employer and does not discriminate based on race, color, religion, sex, protected veteran status, disability, genetic information, national origin, age, gender identity, sexual orientation, or any legally protected status per federal and/or state law. #DORJ 6/15", "summaryDescription" : "DSP Community Inclusion Support Specialist - Community Living Support Program at Dungarvin. Provide direct support to individuals. Assist individuals with daily living", "postedDate" : "2026-06-15T18:54:46.000", "createdAt" : "2026-06-15T23:57:38.345", "lastUpdated" : "2026-06-16T11:22:56.460", "ingestTimestamp" : "2026-06-15T23:57:38.345", "mongoId" : "6a3061e7f292fd229cf98409", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 3952000, "salaryBand" : "200k+", "hasSalary" : true, "allSkills" : [ "Community living" ], "skillCount" : 1, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 1.0, "_score" : 612.2389, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2ca4ef74d8ee00a09b3e27", "title" : "Early Elementary Lead Teacher", "company" : "Belmont Charter Network", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Early Elementary Lead Teacher in Philadelphia, adjusted for seniority and industry." }, "location" : "Philadelphia, Pennsylvania, United States", "locations" : [ "Philadelphia", "Pennsylvania", "United States" ], "certifications" : [ "Pennsylvania Instructional I or II certificate" ], "timestamp" : "2026-06-16T05:12:42.430", "fingerprint" : "cb266a1fed58300cecf307f0712fcd6d7e1e2ace045f89d24cdd19dbe79d2aad", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/belmontcharternetwork/jobs/4278496009", "externalId" : "4278496009", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Philadelphia", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.9527237,-75.1635262" } ], "locationText" : "Philadelphia, Pennsylvania, United States", "experienceMinYears" : 8, "experienceMaxYears" : 15, "experienceLevel" : "Lead", "professionalSkills" : [ "Creative problem solving", "Instructional planning", "Curriculum development" ], "hardSkillsList" : [ "Lesson planning", "Student assessment", "Behavior management" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "majorSkills" : "Elementary education, Classroom management, Student engagement", "majorSkillsList" : [ "Elementary education", "Classroom management", "Student engagement" ], "coreResponsibilities" : "Develop and implement lesson plans, Create a supportive and engaging classroom environment, Assess student progress, Provide feedback to students and parents/guardians, Collaborate with colleagues, Enhance curriculum and instructional methods, Maintain accurate records, Communicate effectively with students, parents/guardians, and school administrators, Plan, prepare, and deliver lesson plans, Deliver instructional materials, Facilitate active learning, Execute school-wide duties, Instruct and monitor students, Manage student behavior, Establish and enforce rules and procedures, Participate in department, school, district, and parent meetings", "teamCollaboration" : "Collaborate with colleagues; Participate in meetings", "domainKnowledge" : "Trauma-informed practice; Elementary education", "domainList" : [ "trauma-informed-practice", "elementary-education" ], "domainSpecificKnowledge" : [ "Trauma-informed practice", "Elementary education" ], "communicationSkills" : "Communicate effectively; Return phone calls; Answer emails", "documentationSkills" : "Maintain accurate records", "continuousLearning" : "Commitment to refining your craft; Participate in professional activities", "problemSolvingSkills" : "Creative problem solving", "specialRequirements" : "Pennsylvania State Police Criminal Background Check Clearance (Act 34), Pennsylvania Child Abuse History Clearance (Act 151), Federal Bureau of Investigation Record Check Clearance (Act 114), Sexual Misconduct/Abuse Disclosure Clearance (Act 168)", "outcomesObjectives" : "Fulfill academic potential", "qualificationsBasic" : "B.A./B.S. degree, 1-2 years classroom experience, Valid Pennsylvania Instructional I or II certificate, Pennsylvania State Police Criminal Background Check Clearance (Act 34), Pennsylvania Child Abuse History Clearance (Act 151), Federal Bureau of Investigation Record Check Clearance (Act 114), Sexual Misconduct/Abuse Disclosure Clearance (Act 168)", "qualificationsPreferred" : "Experience in urban education, Previous experience working with children", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Thank you for your interest in joining Belmont Charter Network! We’re excited that you’re considering a career with us. At Belmont, our mission is to provide each student with a high-quality education supported by services that meet the needs of the whole child. Our success starts with passionate, dedicated team members who believe in the power of education to create lasting change. We’re always looking for talented individuals who are committed to equity, collaboration, and growth—both for themselves and the communities we serve. Belmont Charter Network is a family of 5 community schools centered on the central mission to promote the academic, social, and emotional well-being of each child. Our schools are supported by a non-profit partner to provide holistic services to the school, including out-of-school time, our social work project, and Head Start. How do we do this? We do it by ensuring our students have access to complete support both in and out of the classroom through a talented team of teachers, leaders, social workers, and partners. We believe that schools and learning should be joyful! You can find more about our core values and vision here. We believe that education is the single biggest way we can disrupt the systemic racism that impacts Philadelphia and, by extension, our country. We are a mission-centered organization that has grown since our founding over 20 years ago to be the organization that serves Philadelphia today. Learn more about our partners who support this vision by creating a full scope of community support for our students and families. Our approach is grounded in trauma-informed practice, which you can read more about here. Your areas of knowledge and expertise: Demonstrated skill in working with students from diverse cultural, economic, and ability backgrounds. Creative problem solving A commitment to being a lifelong learner, a commitment to refining your craft A knack for connecting with people across differences, including parents, colleagues, and students. Position Summary: The Early Elementary Lead Teacher [PreK-4] is responsible for supporting students’ success by ensuring the school day structure runs efficiently. The ideal candidate will have a strong background in education, excellent communication skills, and a commitment to fostering a positive learning environment for students. We are currently seeking a teacher to plan, organize, and implement an appropriate instructional program in an elementary learning environment that guides and encourages students to develop and fulfill their academic potential, by the mission and standards of Belmont Charter Network. This is a 10-month position that is supervised by a member of the school leadership team. Detailed Responsibilities: Develop and implement lesson plans that align with curriculum standards and educational goals. Create a supportive and engaging classroom environment that promotes student learning and participation. Assess student progress and provide feedback to students and parents/guardians. Collaborate with colleagues to enhance curriculum and instructional methods. Maintain accurate records of student attendance, grades, and performance. Communicate effectively with students, parents/guardians, and school administrators. Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning. Execute school-wide duties in accordance with school rules and procedures, such as lunch, recess, hallway, or other duties in the school as assigned. Instruct and monitor students in the use of learning materials and equipment. Manage student behavior in the classroom by establishing and enforcing rules and procedures. Participate in department, school, district, and parent meetings. Other duties as assigned by the supervisor Qualifications: Education and Experience: B.A./B. S. degree from an accredited institution; 1-2 years of classroom experience, preferably in urban education; Valid and active Pennsylvania Instructional Certificate; All employees must be able to provide a Pennsylvania State Police Criminal Background Check Clearance (Act 34), a Pennsylvania Child Abuse History Clearance (Act 151), a Federal Bureau of Investigation Record Check Clearance (Act 114), and a Sexual Misconduct/Abuse Disclosure Clearance (Act 168) before starting work on campus Skills and Abilities: Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds. Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls, and answer emails. Participate in appropriate professional activities. Participate in extracurricular activities such as social activities, sporting activities, clubs, and student organizations as directed. Ability to work with students from diverse backgrounds and a variety of individualized needs Previous experience working with children preferred Thank you for taking the time to apply to Belmont Charter Network. We truly appreciate your interest and the effort you put into your application. Our team is committed to ensuring that every candidate receives communication and updates throughout the hiring process. We value your time and interest, and we look forward to learning more about you as we continue our review process.", "summaryDescription" : "Early Elementary Lead Teacher at Belmont Charter Network. Skills: Elementary education, Classroom management, Student engagement. Develop and implement lesson plans. Create a supportive and engaging classroom environment", "postedDate" : "2026-06-14T21:37:54.306", "createdAt" : "2026-06-14T21:37:54.306", "lastUpdated" : "2026-06-16T05:12:42.430", "ingestTimestamp" : "2026-06-14T21:37:54.306", "mongoId" : "6a2ca4ef74d8ee00a09b3e27", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Student assessment", "Behavior management", "Elementary education", "Classroom management", "Student engagement", "Creative problem solving", "Instructional planning", "Curriculum development", "Trauma-informed practice", "Pennsylvania Instructional I or II certificate" ], "skillCount" : 11, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Lead", "dataQualityScore" : 0.8888889, "_score" : 602.91235, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a5a9", "title" : "Elementary School: Literacy Intervention Teacher Title 1 2026-2027", "industry" : "Education", "salary" : { "min" : 75000.0, "max" : 105000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Senior Elementary School Literacy Intervention Teacher in Texas, United States, adjusted for the education industry and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Teacher Certification", "Texas elementary certification", "ESL certification" ], "timestamp" : "2026-06-15T12:05:14.377", "fingerprint" : "bcbed6aa2587f2a40368b34df4413b77923cf772f954a401158c3d2d74690e8b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186339", "externalId" : "186339", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "minimumEducation" : "Bachelor's Degree", "professionalSkills" : [ "Literacy instruction", "Reading instruction", "Writing instruction", "Data analysis" ], "hardSkillsList" : [ "Reading intervention", "Writing intervention", "Instructional strategies" ], "softSkillsList" : [ "Leadership", "Coaching" ], "hardSkills" : [ { "name" : "Reading intervention", "level" : "intermediate" }, { "name" : "Writing intervention", "level" : "intermediate" }, { "name" : "Instructional strategies", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" }, { "name" : "Coaching" } ], "majorSkills" : "Literacy intervention, Reading instruction, Writing instruction", "majorSkillsList" : [ "Literacy intervention", "Reading instruction", "Writing instruction" ], "coreResponsibilities" : "Provide literacy intervention, Work collaboratively with teachers, Use data to group students, Participate in RtI meetings, Provide training and support, Participate in professional development, Attend training for methods, Maintain and submit documentation", "teamCollaboration" : "Work with teachers; Campus support teams", "domainKnowledge" : "English/Language Arts; Reading research; Writing research; Title 1 funding; Campus Improvement Plan", "domainList" : [ "english-language-arts", "reading-research", "writing-research", "title-1-funding", "campus-improvement-plan" ], "domainSpecificKnowledge" : [ "English/Language Arts", "Reading research", "Writing research", "Title 1 funding", "Campus Improvement Plan" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Submit documentation", "continuousLearning" : "Continuing education; Campus professional development; District professional development; Educational seminars; Workshops; Conferences; Professional organizations", "specialRequirements" : "Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Lifting less than 40 pounds, Use hands to finger, Use hands to handle, Use hands to feel, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Occasional travel, Work evenings, Work weekends, Noisy environment, Disruptive student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "Bachelor's Degree, 5 years teaching experience, Valid Texas Teacher Certification, Valid Texas ESL Certification", "qualificationsPreferred" : "Master's Degree", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Literacy Intervention Elementary Title I will provide focused literacy interventions to selected elementary students at the assigned campus. The incumbent will provide leadership and coaching to teachers on effective English/Language Arts and Reading instruction as well as guidance to Title I ELA teachers in utilizing effective reading and writing practices within the classroom setting. This position will assist with assessing and evaluating student achievement, modifying instructional activities as required, communicating student progress to classroom teachers, campus administrators and parents and fulfilling the duties required by the principal on a Title I campus. Position Description Essential Duties and Responsibilities Provide intensive literacy intervention to identified small groups of students using “pull-out” and “push-in” models Work collaboratively with teachers to deliver exemplary literacy instruction to all students Use data to assist teachers to identify and group students who need additional literacy supports Participate in RtI meetings, including Section 504 services, campus support teams, educational services, etc. Provide training and support through academic coaching, co-teaching, lesson modeling, facilitating, etc. when working with the classroom teacher Participate in and lead on-going and job-embedded professional development in the area of literacy Attend training for methods and strategies that improve general reading instruction and demonstrate best practices Participate in professional growth and development and stay abreast of current research through continuing education, campus/district-level professional development and meetings, educational seminars, workshops, conferences, membership in professional organizations, etc. Maintain and submit documentation to support intervention activities that address the Comprehensive Needs Assessment which is included in the Campus Improvement Plan in compliance with Title I Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's Degree Master's Degree preferred Valid Texas Teacher Certification valid Texas Teacher elementary certification required; current ESL certification Valid Texas ESL Certification current ESL certification Minimum of 5 years of successful teaching experience in English/Language Arts or Reading at the elementary level Extensive knowledge and experience working with students who require reading and writing intervention Thorough understanding of reading and writing research and instructional strategies Strong oral and written communication skills, both orally and in writing Ability to share expertise with peers while working with students and providing job-embedded professional development Leadership ability and experience in providing coaching and support to classroom teachers in the area of literacy Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position may require travel to various campuses, district meeting sites and conferences/meetings in and out of state. This position may require the employee to work some evenings and weekends. Work may include noisy and/or disruptive student behavior. Potential exposure to bodily fluids and frequent childhood, pre-teen or teen illnesses may occur. This position may be discontinued if funds are no longer available. This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform any other job-related duties requested by their supervisor. This job description may be revised upon development of other duties and changes in responsibilities. This position is grant funded through Title 1. This position may be discontinued if funds are no longer available. TEXAS", "summaryDescription" : "Elementary School: Literacy Intervention Teacher Title 1 2026-2027. Skills: Literacy intervention, Reading instruction, Writing instruction. Provide literacy intervention. Work collaboratively with teachers", "createdAt" : "2026-06-14T06:45:28.030", "lastUpdated" : "2026-06-15T12:05:14.377", "ingestTimestamp" : "2026-06-14T06:45:28.030", "mongoId" : "69ce5e5f9bc74574cb67a5a9", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 75000, "salaryAnnualMax" : 105000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Reading intervention", "Writing intervention", "Instructional strategies", "Leadership", "Coaching", "Literacy intervention", "Reading instruction", "Writing instruction", "Literacy instruction", "Data analysis", "English/Language Arts", "Reading research", "Writing research", "Title 1 funding", "Campus Improvement Plan", "Texas Teacher Certification", "Texas elementary certification", "ESL certification" ], "skillCount" : 18, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Senior", "dataQualityScore" : 0.5555556, "_score" : 600.7663, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce99f02beec4dd3d786095", "title" : "Interrelated Elementary Teacher", "company" : "Bostic Traditional Magnet Elementary School", "industry" : "Education", "salary" : { "min" : 52000.0, "max" : 78000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Interrelated Elementary Teacher in Bostic, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Bostic Traditional Magnet Elementary School", "locations" : [ "Bostic Traditional Magnet Elementary School", "8103 E. Gilbert", "67207" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement" ], "timestamp" : "2026-06-16T02:20:45.273", "fingerprint" : "ca98cd342b0a19e4d23d7516fd97240387b8c4f525d9ec7559f8c47dfc5fb1a6", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95713", "externalId" : "95713", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bostic", "state" : "North Carolina", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "35.3626230,-81.8356570" } ], "locationText" : "Bostic, North Carolina, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Team player", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Student instruction", "Curriculum development", "IEP development", "Behavior management", "Grading systems" ], "hardSkills" : [ { "name" : "Student instruction", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Grading systems", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student assessment", "majorSkillsList" : [ "Special education", "IEP implementation", "Student assessment" ], "coreResponsibilities" : "Plan student instruction, Lead student instruction, Facilitate student instruction, Provide student instruction, Meet IEP outcomes, Provide learning activities, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEPs, Implement IEPs, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust course content, Assist individual students, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare events, Display events, Prepare reinforcement activities, Display reinforcement activities, Encourage participation, Plan assessments, Design reinforcement, Collect student data, Enter student data, Report progress, Design grading system, Design classroom rules, Handle behavior, Prepare classroom physical condition, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students", "domainKnowledge" : "Special education; Individual education plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual education plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Daily records", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Mobility, Agility, Dexterity, Focused observation, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Meet established outcomes based on student's individual education plan (IEP); Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Special Education Waiver, Plan of Study on file with District", "qualificationsPreferred" : "Prior teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at Bostic Traditional Magnet Elementary School. Skills: Special education, IEP implementation, Student assessment. Plan student instruction. Lead student instruction", "createdAt" : "2026-06-14T21:28:32.003", "lastUpdated" : "2026-06-16T02:20:45.273", "ingestTimestamp" : "2026-06-14T21:28:32.003", "mongoId" : "69ce99f02beec4dd3d786095", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 52000, "salaryAnnualMax" : 78000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Student instruction", "Curriculum development", "IEP development", "Behavior management", "Grading systems", "Special education", "IEP implementation", "Student assessment", "Team player", "Decision making", "Prioritization", "Individual education plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 595.5091, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c948774d8ee00a098ac30", "title" : "Intervention Specialist (Part-Time)", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 35000.0, "max" : 55000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Intervention Specialist in Canton, United States, adjusted for mid-seniority and part-time employment in the education industry." }, "location" : "Wright Preparatory Academy", "locations" : [ "Wright Preparatory Academy" ], "timestamp" : "2026-06-15T06:48:35.443", "fingerprint" : "58f563ca0cfd2edea5fc0bd212ec4b612cd7f6f44e5fe0e4b922fa9e9154f59a", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7770663003", "externalId" : "7770663003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Canton", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.7985464,-81.3749508" } ], "locationText" : "Canton, Ohio, United States", "employmentType" : "PART_TIME", "technicalSkills" : "Microsoft Office, Word, Outlook", "professionalSkills" : [ "Interpreting abilities", "Modifying curriculum", "Diagnostic assessments", "Functional behavior assessments", "Behavior improvement plans", "IEP goal writing", "Culturally responsive teaching", "Academic growth communication", "Social-emotional growth communication" ], "hardSkillsList" : [ "IEP facilitation", "Progress monitoring" ], "hardSkills" : [ { "name" : "IEP facilitation", "level" : "intermediate" }, { "name" : "Progress monitoring", "level" : "intermediate" } ], "majorSkills" : "Student support, Behavioral goals, IEP implementation", "majorSkillsList" : [ "Student support", "Behavioral goals", "IEP implementation" ], "coreResponsibilities" : "Support educational goals, Support behavioral goals, Interpret student abilities, Interpret student disabilities, Assist with classroom interventions, Modify general education curriculum, Assist students with assignments, Conduct diagnostic assessments, Conduct functional behavior assessments, Write behavior improvement plans, Implement behavior improvement plans, Facilitate IEP meetings, Write IEP goals, Write IEP objectives, Meet student achievement goals, Meet culture goals, Meet state achievement goals, Utilize research-based practices, Integrate culturally responsive teaching, Serve as advisor, Communicate with families, Participate in non-instructional activities, Perform other duties", "teamCollaboration" : "Work cooperatively with teachers", "domainKnowledge" : "Individualized Education Program; State Standards; Common Core Standards; Inclusion model; Resource Room model; Growth-focused coaching", "domainList" : [ "individualized-education-program", "state-standards", "common-core-standards", "inclusion-model", "resource-room-model", "growth-focused-coaching" ], "domainSpecificKnowledge" : [ "Individualized Education Program", "State Standards", "Common Core Standards", "Inclusion model", "Resource Room model", "Growth-focused coaching" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Write IEP goals; Write IEP objectives; Write behavior plans", "problemSolvingSkills" : "Root cause analysis", "specialRequirements" : "Pass federal background check, Pass state background check", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to culture; Meet all state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, Experience in full room inclusion, Experience in Co-Teaching Resource Room, High proficiency in Microsoft Office, Ability to pass background checks", "qualificationsPreferred" : "Experience in multi-cultural setting", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking highly qualified Intervention Specialists at Wright Preparatory Academy in Canton, Ohio dedicated to providing a superior education for all students. We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Wright Preparatory Academy! Located in the Crystal Park neighborhood, Wright Preparatory Academy serves EK-8th grade students throughout Northeast Canton. The campus features a beautiful playground, cafeteria, full-sized gym, and spacious classrooms. The small public charter school offers a well-rounded education featuring college and career readiness plus social-emotional learning and STEM. Wright Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $21,500 - 27,500. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist (Part-Time) at ACCEL Schools. Skills: Student support, Behavioral goals, IEP implementation. Support educational goals. 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Kansas", "67216" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver" ], "timestamp" : "2026-06-16T02:31:41.983", "fingerprint" : "b35b634e5662278efbebe7e25a5330d16290fad85de7e4c3a73ff747d4afbd4b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=97553", "externalId" : "97553", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "IEP development" ], "hardSkillsList" : [ "Special education instruction", "Learning objective mastery", "Memory building", "Study skills", "Social skills development", "Behavioral intervention", "Grading system design", "Record keeping" ], "hardSkills" : [ { "name" : "Special education instruction", "level" : "intermediate" }, { "name" : "Learning objective mastery", "level" : "intermediate" }, { "name" : "Memory building", "level" : "intermediate" }, { "name" : "Study skills", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Behavioral intervention", "level" : "intermediate" }, { "name" : "Grading system design", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Facilitate student learning, Provide instruction in Interrelated Classroom, Meet IEP outcomes, Create engaging learning activities, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEP for each student, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report student grasp of material, Report student outcomes, Report student perspectives, Receive grades, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust reading levels, Assist students individually, Assist students in small groups, Present learning opportunities, Support regular classroom teachers, Prepare reinforcement activities, Display events, Evaluate student progress, Plan assessments, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report student progress, Design classroom rules, Handle student behavior, Prepare classroom physical condition, Keep daily records, Manage job duties, Supervise paraprofessionals, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; District personnel; Vendors; Department supervisor; Internal customers; External customers", "domainKnowledge" : "Special education; Individual Education Plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Parent communication; Staff communication; Student communication; Administration communication", "documentationSkills" : "Daily records; Student data input; Progress reporting", "problemSolvingSkills" : "Decision making; Behavioral intervention", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Mobility, Agility, Dexterity, Focused observation", "outcomesObjectives" : "Maximum student learning; Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Special Education Waiver obtained", "qualificationsPreferred" : "Prior teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at White Elementary School. Skills: Special education, IEP implementation, Student instruction. Plan instruction for special education students. Facilitate student learning", "createdAt" : "2026-06-14T18:50:50.616", "lastUpdated" : "2026-06-16T02:31:41.983", "ingestTimestamp" : "2026-06-14T18:50:50.616", "mongoId" : "69fd35614c40e2acd1b31f0e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education instruction", "Learning objective mastery", "Memory building", "Study skills", "Social skills development", "Behavioral intervention", "Grading system design", "Record keeping", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "IEP development", "Individual Education Plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 28, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 587.1391, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca56174d8ee00a09b612d", "title" : "Virtual Elementary Teacher", "company" : "Trailhead Virtual Academy", "industry" : "Education", "salary" : { "min" : 48000.0, "max" : 72000.0, "currency" : "EUR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Virtual Elementary Teacher in Bulgaria, adjusted for the education industry and full-time employment." }, "location" : "Trailhead Virtual Academy", "locations" : [ "Trailhead Virtual Academy" ], "certifications" : [ "Idaho teaching license" ], "timestamp" : "2026-06-16T02:02:06.969", "fingerprint" : "81f0ad3a590ac8a1ea0b62f68fc42f105792ee183382c96f926f7aa7ceb2613d", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/trailheadvirtualacademy/jobs/7727373003", "externalId" : "7727373003", "industryFunction" : { }, "structuredLocations" : [ { "country" : "Bulgaria", "continent" : "eu", "workMode" : "remote" } ], "locationText" : "Bulgaria", "professionalSkills" : [ "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching" ], "hardSkillsList" : [ "Live lesson delivery", "Student progress monitoring", "Differentiated instruction", "Synchronous instruction", "Asynchronous instruction" ], "hardSkills" : [ { "name" : "Live lesson delivery", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Synchronous instruction", "level" : "intermediate" }, { "name" : "Asynchronous instruction", "level" : "intermediate" } ], "majorSkills" : "Student achievement, Social-emotional development, Instructional delivery", "majorSkillsList" : [ "Student achievement", "Social-emotional development", "Instructional delivery" ], "coreResponsibilities" : "Serve as teacher of record, Serve as primary instructor, Meet student achievement goals, Meet culture goals, Meet state academic accountability goals, Deliver live lessons via web conference, Complete course setup in LMS, Monitor student progress in asynchronous courses, Provide feedback on assignments, Grade assignments daily, Track student progress, Maintain contact with students, Collaborate with Principal on Progress Reports, Review student level data, Differentiate instruction for all students, Utilize research-based best practices, Create joyful classroom environment, Integrate culturally responsive teaching practices, Implement school-wide culture expectations, Communicate regularly with families, Incorporate 21st century technology skills, Participate in planning non-instructional activities, Implement non-instructional activities, Attend non-instructional activities in person, Collaborate with colleagues, Communicate with colleagues, Travel to support state testing, Perform other duties as assigned", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Elementary education; Online learning; State Standards; Common Core Standards; 21st century curriculum", "domainList" : [ "elementary-education", "online-learning", "state-standards", "common-core-standards", "21st-century-curriculum" ], "domainSpecificKnowledge" : [ "Elementary education", "Online learning", "State Standards", "Common Core Standards", "21st century curriculum" ], "toolProficiency" : [ "Learning Management System", "Microsoft Word", "Microsoft Outlook" ], "communicationSkills" : "Written communication skills; Verbal communication skills", "specialRequirements" : "Travel required several times per year, Face to face attendance required, Support in person state testing, Support student events, Stand for up to 90 minutes, Supervise students in all settings, Pass federal and state criminal background checks", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to student culture; Meet state specific academic accountability goals", "qualificationsBasic" : "Current Idaho teaching license, Idaho residence, Knowledge of State Standards, Knowledge of Common Core Standards, High proficiency in Microsoft Office, Ability to manage confidential information, Ability to stand for up to 90 minutes, Ability to supervise students, Pass federal and state criminal background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in a multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "About the Team Trailhead Virtual Academy offers tuition-free online learning for grades K–8. We prepare students for future success through hands-on learning that builds real-world skills, strong character, and early awareness of career opportunities. Our goal is to help every student grow in confidence, responsibility, and readiness for high school and beyond. We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Idaho About the Opportunity Serve as the teacher of record and primary instructor in elementary Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face to face state testing annually Perform other duties as assigned About You Current Idaho teaching license in appropriate content area Idaho residence preferred Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Pansophic Learning and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-AB1", "summaryDescription" : "Virtual Elementary Teacher at Trailhead Virtual Academy. 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We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. About the Opportunity: Responsibilities of the Intervention Specialist include: Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us: History Founded in 2001, Constellation Schools grew out of a community’s desire to offer an educational choice that balanced academic achievement with life skills, character education, and social-emotional learning. Over the years, Constellation Schools garnered many awards including the US Department of Education’s Blue Ribbon award and multiple School of Promise and Momentum awards from the Ohio Department of Education. Today, Constellation Schools comprise of 15 learning communities operated by ACCEL Schools, one of the nation’s leading charter school management companies. Mission & Vision Constellation Schools provide every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success. Exceptional learning communities characterized by high expectations and academic excellence Teachers are inspiring, compassionate, and committed to the success of every student Students are actively engaged life-long global learners on the path to becoming responsible, compassionate, and involved world citizens We offer the following benefits: Compensation The salary range for this position is $45,000 - $60,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "K-8th Grade Intervention Specialist at Constellation Schools. Prepare and deliver lesson plans. 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Team contribution", "domainKnowledge" : "State Standards; Common Core Standards; Individualized Education Program; Bilingual programming", "domainList" : [ "state-standards", "common-core-standards", "individualized-education-program", "bilingual-programming" ], "domainSpecificKnowledge" : [ "State Standards", "Common Core Standards", "Individualized Education Program", "Bilingual programming" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Outlook" ], "communicationSkills" : "Written communication; Verbal communication; Family communication", "documentationSkills" : "IEP writing", "specialRequirements" : "Federal criminal background check, State criminal background check", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to culture; Meet all state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, Experience in full room inclusion, Experience in Co-Teaching Resource Room, High comfort in growth-focused coaching, High quality written communication, High quality verbal communication, High proficiency in Microsoft Office, Excellent organization skills, Excellent time management skills, Ability to work independently, Ability to contribute to team, Ability to pass background checks", "qualificationsPreferred" : "Experience in multi-cultural setting", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking a highly qualified Bilingual Intervention Specialist at Columbus Bilingual Academy North in Columbus, Ohio dedicated to providing a superior education for all students. We are seeking individuals who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Columbus Bilingual Academy, North! Columbus Bilingual Academy (CBAN) is an award-winning public charter school and the area’s premier EK-8 bilingual program. The school offers daily Spanish instruction as well as a host of specialty subjects, activities, and extracurriculars. Known for its nurturing teachers and staff, CBAN provides small group learning, educational technology, and a safe, secure campus. Columbus Bilingual Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $51,500-55,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience, and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Bilingual Intervention Specialist (Spanish) at ACCEL Schools. 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Pennsylvania", "67214" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver" ], "timestamp" : "2026-06-16T03:34:48.590", "fingerprint" : "9fe74ba2adbd6226e35743671d661531642a55c0b68d0c8226af9a8d02583784", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=97673", "externalId" : "97673", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "Progress reporting" ], "hardSkillsList" : [ "IEP development", "Special education instruction", "Learning objective mastery", "Student data input", "Grading system design", "Behavior handling systems" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Special education instruction", "level" : "intermediate" }, { "name" : "Learning objective mastery", "level" : "intermediate" }, { "name" : "Student data input", "level" : "intermediate" }, { "name" : "Grading system design", "level" : "intermediate" }, { "name" : "Behavior handling systems", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Facilitate student learning, Provide appropriate curriculum, Meet outcomes based on IEP, Provide activities for student interest, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEP for each student, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data via computer, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust reading levels, Discern memory building methods, Assist students with academic skills, Assist students with daily living skills, Assist students with social skills, Assist students with learning objectives, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare classroom displays, Display events, Prepare reinforcement activities, Encourage participation, Evaluate student progress, Communicate student progress, Plan assessments for evaluation, Use diagnostic techniques, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress in growth, Report progress in development, Design classroom rules, Design systems for handling behavior, Prepare physical condition of classroom, Keep daily records, Supervise paraprofessional(s), Manage job duties, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; District personnel; Internal customers; External customers", "domainKnowledge" : "Special education; Individualized Education Program (IEP)", "domainList" : [ "special-education", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Program (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Progress reporting", "documentationSkills" : "Daily records; Student data input", "problemSolvingSkills" : "Diagnose student needs; Adapt course content; Adjust reading levels; Handle all situations", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Maximum student learning; Student grasp of knowledge; Student academic achievement; Student daily living skills; Student social skills", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Special Education Waiver, Plan of Study on file with District", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher. Skills: Special education, IEP implementation, Student instruction. Plan instruction for special education students. Facilitate student learning", "createdAt" : "2026-06-14T21:30:40.915", "lastUpdated" : "2026-06-16T03:34:48.590", "ingestTimestamp" : "2026-06-14T21:30:40.915", "mongoId" : "69fd35614c40e2acd1b31f1a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 48000, "salaryAnnualMax" : 68000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP development", "Special education instruction", "Learning objective mastery", "Student data input", "Grading system design", "Behavior handling systems", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "Progress reporting", "Individualized Education Program (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 26, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 571.64606, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a547", "title" : "Elementary: Bilingual Specialist 2026-2027", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Elementary Bilingual Specialist in Texas, adjusted for mid-seniority and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Bilingual Certification" ], "timestamp" : "2026-06-15T08:24:15.025", "fingerprint" : "75f730ac565472fd10aeb8d4e729f6504844573e65fb5433419c15e195bc90ea", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186310", "externalId" : "186310", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Instructional support", "Instructional coaching", "Second language acquisition", "Bilingualism", "Biliteracy", "Instructional leadership", "Data analysis", "Lesson plan development", "Assessment accommodation", "Culturally responsive teaching", "Professional development facilitation" ], "hardSkillsList" : [ "Linguistic accommodation", "Instructional planning", "Curriculum development", "Assessment development" ], "hardSkills" : [ { "name" : "Linguistic accommodation", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Assessment development", "level" : "intermediate" } ], "majorSkills" : "Bilingual education, ESL programs, Dual language programs", "majorSkillsList" : [ "Bilingual education", "ESL programs", "Dual language programs" ], "coreResponsibilities" : "Provide instructional support and coaching, Build expertise in second language acquisition, Build capacity in educators, Coach educators, Model instruction, Facilitate Professional Learning Communities, Deliver campus professional learning, Support Language Proficiency Assessment Committee, Inform instructional decisions for emergent bilingual students, Provide instructional leadership, Implement Multilingual Programs Comprehensive Professional Development Plan, Develop expertise in content area teachers, Recognize instructional needs, Identify research-based best practices, Develop expertise in campus leaders, Provide ongoing instructional support, Facilitate data disaggregation for emergent bilingual students, Make instructional decisions, Collaborate with teachers during PLCs, Develop and implement lesson plans, Engage in effective second language acquisition coaching, Ensure district curriculum implementation is comprehensible and equitable, Utilize Second Language Acquisition Coaching Cycle, Set goals for instruction of emergent bilingual students, Provide feedback on instructional practices, Engage teachers in reflective practice, Model linguistically accommodating instruction, Facilitate comprehensible content access, Ensure instruction and assessment support bilingualism, Ensure instruction and assessment support biliteracy, Ensure instruction and assessment support sociocultural competence, Facilitate accommodation of assessments for emergent bilingual students, Align linguistic accommodations for assessments, Provide leadership for implementation of tools, Support student ownership of learning, Support second language acquisition, Manage instructional settings, Ensure environment is conducive to second language acquisition, Ensure classroom environment is attractive, Ensure classroom environment is safe, Ensure classroom environment is conducive to learning, Ensure materials are in good condition, Ensure materials are linguistically accessible, Foster instructional settings that promote culturally responsive teaching, Facilitate utilization of instructional materials, Facilitate utilization of digital tools, Enhance learning, Advocate for emergent bilingual students, Ensure emergent bilingual students have equitable access, Support incorporation of linguistically accommodated instruction, Utilize written curriculum aligned to instructional focus, Collaborate with Teaching and Learning Division, Collaborate with Multilingual Programs, Collaborate with Student Support Services, Promote best practices in instruction, Collaborate on instructional planning within PLCs, Develop professional development for teachers and staff, Facilitate professional development for teachers and staff, Provide professional development for teachers and staff, Provide training aligned to dual language program goals, Attend district level instructional meetings, Attend professional learning events, Promote professional growth, Collaborate with other professionals, Carry out school wide instructional activities, Carry out school wide related activities for EB, Participate in professional development, Participate in staff department meetings, Perform classroom visitations, Monitor fidelity to district adopted bilingual programs, Monitor fidelity to district adopted ESL programs, Model how to assess emergent bilingual students' linguistic, Model how to monitor student progress in two, Use results to plan linguistically appropriate instruction", "teamCollaboration" : "Campus EL team; Collaborate with teachers; Collaborate with professionals; Collaborate with Multilingual Programs; Collaborate with SPED and GT", "domainKnowledge" : "Bilingual education; ESL programs; Dual language programs; Second language acquisition; Emergent bilingual students; Linguistically accommodated instruction; TEKS; ELPS; Sociocultural competence", "domainList" : [ "bilingual-education", "esl-programs", "dual-language-programs", "second-language-acquisition", "emergent-bilingual-students", "linguistically-accommodated-instruction", "teks", "elps", "sociocultural-competence" ], "domainSpecificKnowledge" : [ "Bilingual education", "ESL programs", "Dual language programs", "Second language acquisition", "Emergent bilingual students", "Linguistically accommodated instruction", "TEKS", "ELPS", "Sociocultural competence" ], "toolProficiency" : [ "Microsoft Office", "Excel", "Word", "PowerPoint", "Outlook" ], "communicationSkills" : "Oral communication; Written communication", "continuousLearning" : "Professional growth; Professional development", "problemSolvingSkills" : "Instructional decision making; Data-driven decision making", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying work related items weighing less than 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Occasional irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Valid Bilingual Certification, Minimum 5 years teaching experience with emergent bilingual students, Minimum 3 years elementary bilingual classroom teacher experience, Minimum 1 year campus leadership experience", "remoteFriendly" : false, "rawDescription" : "Job Overview The Specialist Bilingual Elementary will provide instructional support and coaching to build expertise in second language acquisition, bilingualism and biliteracy within the bilingual and ESL content area classrooms. The incumbent will build capacity in educators to support second language acquisition by coaching, modeling, collaborative instruction, Professional Learning Community (PLC) facilitation, and delivery of campus professional learning. As a member of the campus EL team, the Specialist will support the Language Proficiency Assessment Committee (LPAC) to inform appropriate instructional decisions for emergent bilingual (EB) students. The incumbent will provide strong instructional leadership for classroom teachers to implement the Multilingual Programs Comprehensive Professional Development Plan for Bilingual and ESL Programs. Position Description Essential Duties and Responsibilities Instructional Leadership Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research-based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS) Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB students, provide feedback on instructional practices, and engage teachers in reflective practice Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students Foster instructional settings that promote culturally responsive teaching Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities Professional Learning Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs) Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including campus based and district wide professional learning opportunities Attend district level instructional meetings and professional learning events to promote professional growth Collaborate with other professionals to carry out school wide instructional or related activities for EB students Participate in professional development and staff department meetings as required or appropriate to assignment Program Support Perform classroom visitations to monitor fidelity to the district adopted bilingual and ESL programs Model how to assess emergent bilingual students' linguistic abilities as related to desired educational goals Model how to monitor student progress in two languages through TELPAS and other formative/ summative assessments and use results to plan linguistically appropriate instruction Model instruction in the bilingual and ESL classroom to support the implementation of the district's language instruction educational programs Meet with grade level/subject instructional staff to review assessment data in specific subject areas and improve instruction by addressing the linguistic, cognitive, and affective needs of EB students Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required Apply knowledge of state and district policies and procedures surrounding the Language Proficiency Assessment Committee (LPAC) Maintain appropriate student’s documentation according to state and district guidelines in collaboration with the campus LPAC administrator and campus EL team Administer appropriate assessments to measure language proficiency according to state and district guidelines as needed Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress Support EL compliance as a member of the campus EL team to drive effective classroom instruction, as well as to monitor progress through linguistic accommodations Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's Degree Master's Degree preferred Valid Teaching Certification Issued by Texas Educaiton Agency appropriate to subject and grade level of assignment for elementary grade levels Valid Bilingual Certification Minimum of 5 years of teaching experience working with emergent bilingual (EB) students at the elementary level Minimum of 3 years of experience as an elementary bilingual classroom teacher Minimum of 1 year of campus leadership experience (ex. team leader, etc.) Strong communication and interpersonal skills, both orally and in writing in English and Spanish Demonstrated knowledge of bilingual education and effective instructional practice to support emergent bilingual students Demonstrated knowledge of best practices related to the implementation of district initiatives Demonstrated knowledge in curriculum, instruction, and assessment development Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. TEXAS", "summaryDescription" : "Elementary: Bilingual Specialist 2026-2027. Skills: Bilingual education, ESL programs, Dual language programs. Provide instructional support and coaching. Build expertise in second language acquisition", "createdAt" : "2026-06-14T01:08:53.317", "lastUpdated" : "2026-06-15T08:24:15.025", "ingestTimestamp" : "2026-06-14T01:08:53.317", "mongoId" : "69ce5e5f9bc74574cb67a547", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Linguistic accommodation", "Instructional planning", "Curriculum development", "Assessment development", "Bilingual education", "ESL programs", "Dual language programs", "Instructional support", "Instructional coaching", "Second language acquisition", "Bilingualism", "Biliteracy", "Instructional leadership", "Data analysis", "Lesson plan development", "Assessment accommodation", "Culturally responsive teaching", "Professional development facilitation", "Emergent bilingual students", "Linguistically accommodated instruction", "TEKS", "ELPS", "Sociocultural competence", "Valid Bilingual Certification", "Microsoft Office", "Excel", "Word", "PowerPoint", "Outlook" ], "skillCount" : 29, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 569.9892, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c6c9774d8ee00a091a088", "title" : "K-8th Grade Intervention Specialist", "company" : "Constellation Schools", "location" : "Cleveland", "locations" : [ "Cleveland", "Lorain", "Parma" ], "certifications" : [ "Ohio teaching license" ], "timestamp" : "2026-06-15T10:49:54.516", "fingerprint" : "042164fa6342db9316810f963b14b3119f4ba880d9093050abf4d883d8698d3f", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/constellationschools/jobs/7767416003", "externalId" : "7767416003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Cleveland", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite" } ], "locationText" : "Cleveland, Ohio, United States", "minimumEducation" : "Bachelor", "experienceLevel" : "null", "technicalSkills" : "technology skills", "professionalSkills" : [ "K-8th Grade education" ], "hardSkillsList" : [ "Active and current state of Ohio teaching license in appropriate content area" ], "softSkillsList" : [ "Communication, Collaboration" ], "hardSkills" : [ { "name" : "Active and current state of Ohio teaching license in appropriate content area", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Communication, Collaboration" } ], "majorSkills" : "Differentiate instruction, Classroom management, Student records", "majorSkillsList" : [ "Differentiate instruction, Classroom management, Student records" ], "coreResponsibilities" : "Prepare and deliver lesson plans with the ability to modify accordingly during the school year. Differentiate instruction to meet the needs of all students. Maintain accurate and complete records of students’ progress and development. Utilize research-based best practices in daily planning and classroom instruction. Manage student behavior in the classroom. Create a positive classroom environment for students to learn in. Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students. Implement school-wide culture expectations and norms. Communicate and meet with families regarding the academic and social-emotional growth of their child. Incorporate technology skills into daily classroom practice to support learning. Participate in the planning and implementation of non-instructional activities, as needed. Collaborate and communicate effectively with colleagues. Perform other duties as assigned.", "teamCollaboration" : "Collaborate and communicate effectively with colleagues", "toolProficiency" : [ "Constellation Schools" ], "communicationSkills" : "Excellent written and verbal communication skills", "documentationSkills" : "Maintain accurate and complete records of students’ progress and development", "specialRequirements" : "Ability to pass federal and state criminal background checks", "outcomesObjectives" : "Provide a superior education for all students. Create a positive classroom environment that prioritizes student learning and social-emotional development.", "qualificationsBasic" : "Active and current state of Ohio teaching license in appropriate content area. Bachelor’s degree in education or related field. High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. Excellent written and verbal communication skills. Ability to properly manage confidential information. Able to supervise students of various ages in different school settings (playground, cafeteria, etc.). Ability to pass federal and state criminal background checks. Experience working within an urban environment.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team Constellation Schools are seeking highly-qualified Intervention Specialists in Lorain, Ohio, who are dedicated to providing a superior education for all students. We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. About the Opportunity: Responsibilities of the Intervention Specialist include: Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us: History Founded in 2001, Constellation Schools grew out of a community’s desire to offer an educational choice that balanced academic achievement with life skills, character education, and social-emotional learning. Over the years, Constellation Schools garnered many awards including the US Department of Education’s Blue Ribbon award and multiple School of Promise and Momentum awards from the Ohio Department of Education. Today, Constellation Schools comprise of 15 learning communities operated by ACCEL Schools, one of the nation’s leading charter school management companies. Mission & Vision Constellation Schools provide every child an opportunity to obtain an excellent education built on a foundation of character education for lifelong success. Exceptional learning communities characterized by high expectations and academic excellence Teachers are inspiring, compassionate, and committed to the success of every student Students are actively engaged life-long global learners on the path to becoming responsible, compassionate, and involved world citizens We offer the following benefits: Compensation The salary range for this position is $45,000 - $60,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "K-8th Grade Intervention Specialist at Constellation Schools. Skills: Differentiate instruction, Classroom management, Student records. Prepare and deliver lesson plans with the ability to modify accordingly during the school year. Differentiate instruction to meet the needs of all students. Maintain accurate and complete records of students’ progress and development. Utilize research-based best practices in daily planning and classroom instruction. Manage student behavior in the classroom. Crea", "postedDate" : "2026-06-14T20:55:15.693", "createdAt" : "2026-06-14T20:55:15.693", "lastUpdated" : "2026-06-15T10:49:54.516", "ingestTimestamp" : "2026-06-14T20:55:15.693", "mongoId" : "6a2c6c9774d8ee00a091a088", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ "Active and current state of Ohio teaching license in appropriate content area", "Communication, Collaboration", "Differentiate instruction, Classroom management, Student records", "K-8th Grade education", "Ohio teaching license", "Constellation Schools" ], "skillCount" : 6, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 556.84576, "daysOld" : 0, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a1614ed58b93c861e8d874e", "title" : "Elementary Registrar & Attendance", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 52000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Junior Elementary Registrar & Attendance role in Texas, USA, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "timestamp" : "2026-06-16T04:45:41.856", "fingerprint" : "41384eba699dffaaeaeb07dc39a3d4f95f5fcb075a6abc41d7851e870972a41a", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=192534", "externalId" : "192534", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Microsoft Word, Microsoft Excel, Adobe", "professionalSkills" : [ "Data entry", "Filing", "Scheduling", "Attendance reporting", "Enrollment processing", "Student records management", "Data verification", "Residency verification", "Report card processing", "Progress report processing" ], "hardSkillsList" : [ "PEIMS protocols", "TSDS protocols" ], "hardSkills" : [ { "name" : "PEIMS protocols", "level" : "intermediate" }, { "name" : "TSDS protocols", "level" : "intermediate" } ], "majorSkills" : "Student registration, Attendance tracking, Student records, Data entry", "majorSkillsList" : [ "Student registration", "Attendance tracking", "Student records", "Data entry" ], "coreResponsibilities" : "Process and maintain student attendance records, Generate and maintain attendance data, Prepare campus for teacher verification, Process and maintain student records confidentiality, Monitor percentage in attendance, Perform PEIMS-based duties, Maintain knowledge of Student Attendance Accounting Handbook, Enter or verify enrollment of special population students, Verify and monitor teacher web absences, Enter notes received from parents, Follow FBISD Attendance Manual guidelines, Perform clerical preparation of office work area, Convert paper cumulative folder contents to electronic folders, Communicate with rollover students, Monitor data inequities, Enter assigned At-Risk coding, Enter data into Skyward, Ensure daily filing of notes and reports, Receive training on software access, Register students, Enroll students, Withdraw students, Monitor students daily, Retrieve student records using TREx, Send student records using TREx, Respond to NSO, Schedule parents, Obtain necessary documents for enrollment, Provide entry and withdrawal comments, Provide exit/withdrawal codes, Conduct verification of residency, Enter appropriate permit codes, Resolve demographic discrepancies, Process renewals for dual enrollments, Process intent to reside documents, Process power of attorney documents, Verify permit codes, Address missing parent email addresses, Address missing physical addresses, Schedule one-on-one parent conferences, Complete District Immunization records process, Communicate with campus nurse, Reduce students with enrollment obligations, Ensure proper PEIMS coding, Check TREx daily, Fulfill records requests per FBISD and TEA requirements, Review data needed for report cards, Review data needed for progress reports, Utilize job aides to support academic protocols, Properly schedule students, Run reports to capture incomplete schedules, Meet with campus schedulers, Verify receipt of academic records, Contact parents as needed, Participate in training sessions", "teamCollaboration" : "Work with campus schedulers; Communicate with campus nurse; Communicate with special program staff", "domainKnowledge" : "PEIMS protocols; TSDS protocols; Student Attendance Accounting Handbook; FBISD Attendance Manual; TEA requirements", "domainList" : [ "peims-protocols", "tsds-protocols", "student-attendance-accounting-handbook", "fbisd-attendance-manual", "tea-requirements" ], "domainSpecificKnowledge" : [ "PEIMS protocols", "TSDS protocols", "Student Attendance Accounting Handbook", "FBISD Attendance Manual", "TEA requirements" ], "toolProficiency" : [ "Skyward (SIS)", "TREx", "On Data Suite", "Elevate Data Quality" ], "communicationSkills" : "Oral communication; Written communication", "continuousLearning" : "Professional development", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying less than 40 pounds, Use hands to finger/handle/feel, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Prolonged or irregular hours, Maintain emotional control under stress, Minimal travel between campuses", "outcomesObjectives" : "Ensure successful enrollment at all campuses; Reduce potential audits; Reduce number of students with enrollment obligations", "qualificationsBasic" : "High School diploma or GED, Minimum 2 years experience in school-based, office, or clerical work, Computer skills (Microsoft Word, Excel and Adobe), Proficient in general office skills, Customer service skills, Highly organized, Able to multi-task, Work with high degree of accuracy, Comprehend and apply state attendance and enrollment laws", "qualificationsPreferred" : "Proficiency in coding students regarding PEIMS/TSDS protocols", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Elementary Registrar & Attendance role will perform a variety of fully proficient level clerical support tasks, including but not limited to: registration, enrollment, attendance, scheduling, grades/report cards and the withdrawal of students at all FBISD elementary campuses during peak enrollment/registration times. The position requires strong computer skills and often involves highly confidential materials. Work decisions are made in accordance with established and departmental policies. The incumbent must also demonstrate proficiency in coding of students regarding PEIMS/TSDS protocols. This position will ensure successful enrollment at all FBISD elementary school campuses. Position Description Essential Duties and Responsibilities Attendance Reporting & Preparation Process and maintain student attendance records (daily, each six weeks, and each academic grading period) Generate and maintain attendance data (absence verification) as it relates to Average Daily Attendance (ADA) Prepare campus for 1st and 4th six-weeks teacher verification and six-weeks data verification processes Process and maintain confidentiality with all applicable student records, including documents required for audit Monitor percentage in attendance (ADA report) to ensure attendance is not less than previously reported ADA (for waiver purposes) Perform PEIMS-based duties and data entry, as they pertain to attendance-taking protocols Maintain knowledge of Student Attendance Accounting Handbook (SAAH) for data proficiency Enter or verify enrollment of special population students for PEIMS reporting Verify and monitor teacher web absences daily Enter notes received from parents on a daily/frequent basis Follow the FBISD Attendance Manual's guidelines for daily, weekly, six-weeks, and semester attendance-taking protocols Perform clerical preparation of office work area: folders, organization, sign-in sheets, file cabinet labeling, etc. Physically convert paper cumulative folder contents to electronic folders in SIS Communicate with rollover students who had less than stellar attendance in the prior year Data Entry & Software Access Monitor data inequities to ensure data quality using software approved by the District Enter assigned At-Risk coding Enter data into Skyward (SIS) as it pertains to PEIMS TSDS attendance, enrollment, grades, and other data Ensure daily filing of notes and reports to create efficiency in office management Receive training and receipt of On Data Suite and Elevate Data Quality software access to campuses to alleviate data inequities and reduce potential audits Enrollment & Registration Register, enroll, withdraw and monitor students daily Retrieve and send student records using TREx process to solidify enrollment of students Monitor NSO (New Student Online), respond and schedule parents quickly and obtain necessary documents needed for enrollment Provide entry and withdrawal comments and exit/withdrawal codes during enrollment and/or withdrawal process Conduct verification of residency and enter appropriate permit codes as required Resolve demographic discrepancies between District software and the State of Texas database (Unique Identification-UID) Follow up on and/or process renewals for dual enrollments, intent to reside and power of attorney documents for non-compliant parents Verify permit codes and address missing parent email addresses or physical addresses in SIS Schedule one-on-one parent conferences for enrollment, with full day appointments, even accommodating working parents with unusual work patterns via face-to-face or virtually (if needed). Complete District Immunization records process for enrollment status and communicate with campus nurse Reduce number of students with enrollment obligations prior to start of new school year Ensure proper PEIMS coding of all newly and currently enrolled students Check TREx daily so that records requests are received and fulfilled per FBISD and TEA requirements Scheduling Review data needed to process report cards and progress reports for each grading period Utilize job aides to support academic protocols Properly schedule students as they enroll Run reports to capture incomplete schedules of students and non-scheduled students Meet twice weekly with campus (administrative) schedulers to ensure accuracy Verify receipt of academic records for scheduling accuracy Contact parents as needed to ensure receipt of report cards, special program records, etc. Retrieve and send student records using TREx process to solidify scheduling and receipt of services for students Document communication with special program staff to ensure scheduling accuracy Customer Service & Professional Development Participate in biweekly, monthly, semester, summer and called sessions to improve and grow professionally Communicate with parents regularly regarding student attendance, tardiness or non-engagement as it pertains to face-to-face and online attendance Support school-based functions/duties to increase campus accountability standards Learn District-approved software as needed (i.e. Elevate Data Quality) to enable proper monitoring of PEIMS-based data errors Collaborate and mentor novice attendance clerks who need additional support Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. High School diploma or GED Minimum of 2 years of experience in either school-based, office, or clerical work Strong computer skills (Microsoft Word, Excel and Adobe) Proficient in all general office skills such as data entry or filing Strong customer service skills Highly organized, detail-oriented and able to multi-task Must work with a high degree of accuracy Demonstrated knowledge of or able to comprehend and apply state attendance and enrollment laws Ability to communicate effectively, both orally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Minimal travel from campus to campus within the district will be required. TEXAS", "summaryDescription" : "Elementary Registrar & Attendance. Skills: Student registration, Attendance tracking, Student records, Data entry. Process and maintain student attendance records. Generate and maintain attendance data", "createdAt" : "2026-06-14T21:30:49.435", "lastUpdated" : "2026-06-16T04:45:41.856", "ingestTimestamp" : "2026-06-14T21:30:49.435", "mongoId" : "6a1614ed58b93c861e8d874e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 52000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "PEIMS protocols", "TSDS protocols", "Student registration", "Attendance tracking", "Student records", "Data entry", "Filing", "Scheduling", "Attendance reporting", "Enrollment processing", "Student records management", "Data verification", "Residency verification", "Report card processing", "Progress report processing", "Student Attendance Accounting Handbook", "FBISD Attendance Manual", "TEA requirements", "Skyward (SIS)", "TREx", "On Data Suite", "Elevate Data Quality" ], "skillCount" : 22, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Junior", "dataQualityScore" : 0.5555556, "_score" : 555.93164, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a305193f292fd229cf027f1", "title" : "Early Intervention BCBA", "company" : "Centria Autism", "industry" : "Healthcare", "salary" : { "min" : 90000.0, "max" : 100000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Decatur, Georgia, United States", "locations" : [ "Decatur", "Georgia", "United States" ], "certifications" : [ "BCBA certification" ], "timestamp" : "2026-06-16T07:21:22.975", "fingerprint" : "7e00e342dc3b82097dca0069b393790bbb36498aff10c916c84fa698771ffc68", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/centriaautism/jobs/8592968002", "externalId" : "8592968002", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Decatur", "state" : "Georgia", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "30.8736613,-84.5740953" } ], "locationText" : "Decatur, Georgia, United States", "employmentType" : "FULL_TIME", "technicalSkills" : "ABA, Data analysis", "professionalSkills" : [ "Behavioral analysis", "Treatment planning", "Clinical supervision" ], "hardSkillsList" : [ "Behavioral assessment", "Intervention implementation", "Data analysis" ], "hardSkills" : [ { "name" : "Behavioral assessment", "level" : "intermediate" }, { "name" : "Intervention implementation", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" } ], "majorSkills" : "Behavioral analysis, Early intervention, ABA therapy", "majorSkillsList" : [ "Behavioral analysis", "Early intervention", "ABA therapy" ], "coreResponsibilities" : "Conduct functional behavior assessments, Develop behavior intervention plans, Implement behavior intervention plans, Provide direct ABA therapy, Supervise behavior technicians, Collect and analyze data, Train parents and caregivers, Collaborate with multidisciplinary team", "teamCollaboration" : "Multidisciplinary team", "domainKnowledge" : "Applied Behavior Analysis; Early intervention; Child development; HIPAA regulations", "domainList" : [ "applied-behavior-analysis", "early-intervention", "child-development", "hipaa-regulations" ], "domainSpecificKnowledge" : [ "Applied Behavior Analysis", "Early intervention", "Child development", "HIPAA regulations" ], "toolProficiency" : [ "EHR systems" ], "communicationSkills" : "Parent training; Caregiver training", "documentationSkills" : "Clinical documentation; Data reporting", "problemSolvingSkills" : "Behavioral problem-solving", "specialRequirements" : "Valid driver's license, Local travel", "outcomesObjectives" : "Improve client outcomes; Achieve treatment goals", "qualificationsBasic" : "BCBA certification required, Master's degree in related field required, 3+ years of experience in ABA, Experience with data collection and analysis, Valid driver's license", "qualificationsPreferred" : "Experience with early intervention services, Experience with electronic health records (EHR), Supervisory experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Are you a BCBA passionate about early intervention and lifelong impact? At Life Skills Autism Academy, a division of Centria Autism, we provide full-time, center-based ABA therapy for children ages 5 and under. Our mission is clear: deliver compassionate, evidence-based care during the most critical developmental window, so every child has the best chance to thrive. Compensation & Incentives – Earn a base salary of $90,000–$100,000, plus weekly and monthly bonus opportunities (typically averaging $1,000/month) and a $10,000 signing bonus. What Centria Offers: Early Intervention, Big Impact – Help shape a child’s future during the years when ABA therapy can make the most significant developmental difference. Purpose-Built Centers – Our LSAA centers are thoughtfully designed for children 5 and under, with low-distraction spaces, play-based learning areas, and a strong emphasis on routines and safety. Clinical Quality First – We prioritize outcomes, not billables. Our proprietary CareConnect platform streamlines everything from treatment planning to data collection so you can stay focused on care, not paperwork. Assent-Based and Play-Focused – We blend Practical Functional Assessment and Skills-Based Treatment into a compassionate, assent-based model, centered around joyful, meaningful learning. Real Work-Life Balance – Small caseloads, manageable schedules, and dedicated support teams mean no last-minute chaos and no burnout. You're Never Alone – With layered support from Clinical Directors, Area Clinical Directors, and our Clinical Excellence Team, you'll always have someone in your corner. No Operational Headaches – We handle the logistics. From scheduling to onboarding of technicians, our operations team keeps everything running smoothly behind the scenes. Career Growth on Your Terms – Whether you're mentoring the next generation of BCBAs, leading clinical training, or stepping into leadership, we support your growth. We Invest in You – From CEU stipends and paid CEU days to exclusive internal training events, we’re serious about keeping you sharp—and helping you level up. Perks That Actually Matter – Annual, all-inclusive vacation for two, early wage access, a company car or mileage reimbursement, and full benefits. No Non-Compete – We don’t believe in holding people back. If we’re not the right long-term fit, you’ll still leave better prepared for your next step. Your Role & Impact as a BCBA Lead ABA therapy delivery within a collaborative, in-center environment Provide daily support and guidance to Behavior Technicians to ensure clinical excellence Develop and implement assent-based, individualized behavior plans following ABA principles Engage parents during scheduled on-site training sessions to drive meaningful progress Maintain high-quality clinical services through regular supervision and data-driven decision-making At Life Skills Autism Academy, you’re not just supporting kids—you’re shaping futures. Join a team that believes in early intervention, compassionate care, and your potential as a leader. Apply today and help build the foundation for a child’s lifelong success. Centria is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.", "summaryDescription" : "Early Intervention BCBA at Centria Autism. Skills: Behavioral analysis, Early intervention, ABA therapy. Conduct functional behavior assessments. Develop behavior intervention plans", "postedDate" : "2026-06-15T23:16:47.528", "createdAt" : "2026-06-15T23:16:47.528", "lastUpdated" : "2026-06-16T07:21:22.975", "ingestTimestamp" : "2026-06-15T23:16:47.528", "mongoId" : "6a305193f292fd229cf027f1", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 90000, "salaryAnnualMax" : 100000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Behavioral assessment", "Intervention implementation", "Data analysis", "Behavioral analysis", "Early intervention", "ABA therapy", "Treatment planning", "Clinical supervision", "Applied Behavior Analysis", "Child development", "HIPAA regulations", "BCBA certification", "EHR systems" ], "skillCount" : 13, "jobCategory" : "healthcare", "jobSubcategory" : "support", "seniorityLevel" : "Lead", "dataQualityScore" : 0.8888889, "_score" : 555.7603, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c9cf774d8ee00a099b64e", "title" : "Lead Teacher - Elementary", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Elementary Lead Teacher in New Orleans, adjusted for seniority and full-time employment." }, "location" : "New Orleans, LA", "locations" : [ "New Orleans, LA" ], "timestamp" : "2026-06-16T04:39:44.819", "fingerprint" : "ba3d49837c197a49d48b9a4dcf35b796a38abfbd87533e6af36824b5ce7e151c", "source" : "jazzhr", "language" : "en", "externalId" : "KXHi93aL9r", "industryFunction" : { }, "structuredLocations" : [ { "city" : "New Orleans", "state" : "Louisiana", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.9561422,-90.0733934" } ], "locationText" : "New Orleans, Louisiana, United States", "experienceMinYears" : 8, "experienceMaxYears" : 15, "experienceLevel" : "Lead", "remoteFriendly" : false, "summaryDescription" : "Lead Teacher - Elementary", "createdAt" : "2026-06-14T18:43:35.391", "lastUpdated" : "2026-06-16T04:39:44.819", "ingestTimestamp" : "2026-06-14T18:43:35.391", "mongoId" : "6a2c9cf774d8ee00a099b64e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Lead", "dataQualityScore" : 0.44444445, "_score" : 551.1788, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "69ce5e5f9bc74574cb67a542", "title" : "Elementary School: English Learner Specialist 2026-2027", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Elementary School English Learner Specialist in Texas, USA, adjusted for mid-seniority and the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "timestamp" : "2026-06-16T02:32:41.776", "fingerprint" : "e08c003758f7a96a2122a15d686c827e0dace79dc128b977fdb1ef87bbf1dbc9", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186338", "externalId" : "186338", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Instructional leadership", "Data analysis", "Lesson plan development", "Assessment accommodation", "Instructional planning", "Professional development delivery", "Curriculum implementation" ], "hardSkillsList" : [ "ESL education", "Linguistically accommodated instruction", "Second language acquisition", "Culturally responsive teaching", "Instructional assessment", "Student progress monitoring", "Formative assessment", "Summative assessment" ], "hardSkills" : [ { "name" : "ESL education", "level" : "intermediate" }, { "name" : "Linguistically accommodated instruction", "level" : "intermediate" }, { "name" : "Second language acquisition", "level" : "intermediate" }, { "name" : "Culturally responsive teaching", "level" : "intermediate" }, { "name" : "Instructional assessment", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Formative assessment", "level" : "intermediate" }, { "name" : "Summative assessment", "level" : "intermediate" } ], "majorSkills" : "English Learner Support, Second Language Acquisition, Instructional Coaching, Professional Development", "majorSkillsList" : [ "English Learner Support", "Second Language Acquisition", "Instructional Coaching", "Professional Development" ], "coreResponsibilities" : "Provide instructional support and coaching, Build expertise in second language acquisition, Build capacity in educators, Coach educators, Model instruction, Provide collaborative instruction, Facilitate Professional Learning Community (PLC), Deliver campus professional learning, Support LPAC to inform instructional decisions, Provide instructional leadership for teachers, Implement Multilingual Programs Comprehensive Professional Development Plan, Develop expertise in content area teachers, Recognize instructional needs, Identify research-based best practices, Develop expertise in campus leaders, Provide ongoing instructional support, Facilitate data disaggregation, Make instructional decisions, Collaborate with teachers during PLCs, Develop lesson plans, Implement lesson plans, Engage in coaching methods, Ensure curriculum implementation is comprehensible, Utilize Second Language Acquisition Coaching Cycle, Set goals for EB student instruction, Provide feedback on instructional practices, Engage teachers in reflective practice, Model linguistically accommodating instruction, Facilitate assessment accommodation, Align linguistic accommodations, Provide leadership for tool implementation, Manage instructional settings, Ensure conducive learning environment, Ensure materials are in good condition, Foster instructional settings, Promote culturally responsive teaching, Facilitate utilization of instructional materials, Enhance learning with digital tools, Advocate for emergent bilingual students, Ensure equitable access to educational opportunities, Support incorporation of linguistically accommodated instruction, Collaborate with Teaching and Learning Division, Collaborate with Multilingual Programs, Collaborate with Student Support Services, Promote best practices in instruction, Develop professional development, Facilitate professional development, Provide professional development, Attend district level instructional meetings, Attend professional learning events, Participate in school wide instructional activities, Perform classroom visitations, Monitor fidelity to ESL program, Model how to assess linguistic abilities, Model how to monitor student progress, Use assessment results to plan instruction, Meet with instructional staff, Review assessment data, Improve instruction", "teamCollaboration" : "Professional Learning Communities (PLCs); Campus EL team; Grade level/subject staff; Other professionals", "domainKnowledge" : "ESL Programs; Multilingual Programs; Second Language Acquisition; Emergent Bilingual Students; Linguistically Accommodated Instruction; TEKS; ELPS; TELPAS", "domainList" : [ "esl-programs", "multilingual-programs", "second-language-acquisition", "emergent-bilingual-students", "linguistically-accommodated-instruction", "teks", "elps", "telpas" ], "domainSpecificKnowledge" : [ "ESL Programs", "Multilingual Programs", "Second Language Acquisition", "Emergent Bilingual Students", "Linguistically Accommodated Instruction", "TEKS", "ELPS", "TELPAS" ], "toolProficiency" : [ "Microsoft Office", "Excel", "Word", "PowerPoint", "Outlook" ], "continuousLearning" : "Professional growth; Professional development", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items less than 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Work involves everyday risks, Normal safety precautions, Prolonged or irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 5 years of teaching experience working with EB students, Demonstrated knowledge of ESL education and effective instructional practice to support emergent bilingual students, Demonstrated knowledge of best practices related to the implementation of district initiatives, Demonstrated knowledge in curriculum, instruction, and assessment development, Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs, Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook", "qualificationsPreferred" : "Elementary School: English Learner Specialist 2026-2027, Minimum of 3 years of teaching experience working with EB students at the elementary level, Minimum of 1 year of campus leadership experience, Communication and interpersonal skills, both orally and in writing in additional languages", "remoteFriendly" : false, "rawDescription" : "Job Overview The Specialist English Learner ES will provide instructional support and coaching to build expertise in second language acquisition within the content area classroom. The incumbent will build capacity in educators to support second language acquisition by coaching, modeling, collaborative instruction, Professional Learning Community (PLC) facilitation, and delivery of campus professional learning. As a member of the campus English learner (EL) team, the Specialist will support the Language Proficiency Assessment Committee (LPAC) to inform appropriate instructional decisions for emergent bilingual (EB) students. The incumbent will provide strong instructional leadership for classroom teachers to implement the Multilingual Programs Comprehensive Professional Development Plan for ESL Programs. Position Description Essential Duties and Responsibilities Instructional Leadership Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research-based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS) Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB students, provide feedback on instructional practices, and engage teachers in reflective practice Model linguistically accommodating instruction and assignments commensurate to English language proficiency level that facilitates comprehensible access to content Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students Foster instructional settings that promote culturally responsive teaching Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities Professional Learning Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs) Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to campus/district goals, including campus based and district wide professional learning opportunities Attend district level instructional meetings and professional learning events to promote professional growth Collaborate with other professionals to carry out school wide instructional or related activities for EB students Participate in professional development and staff department meetings as required or appropriate to assignment Program Support Perform classroom visitations to monitor fidelity to the district adopted ESL program Model how to assess emergent bilingual students' linguistic abilities as related to desired educational goals Model how to monitor student progress through TELPAS and other formative/ summative assessments and use results to plan linguistically appropriate instruction Meet with grade level/subject instructional staff to review assessment data in specific subject areas and improve instruction by addressing the linguistic, cognitive, and affective needs of EB students Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required Apply knowledge of state and district policies and procedures surrounding the Language Proficiency Assessment Committee (LPAC) Maintain appropriate student’s documentation according to state and district guidelines in collaboration with the campus LPAC administrator and campus EL team Administer appropriate assessments to measure language proficiency according to state and district guidelines as needed Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress Support EL compliance as a member of the campus EL team to drive effective classroom instruction, as well as to monitor progress through linguistic accommodations Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's Degree Master's Degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment for all elementary grade levels Valid Texas ESL Certification Valid Bilingual Certification preferred Minimum of 5 years of teaching experience working with EB students Minimum of 3 years of teaching experience working with EB students at the elementary level preferred Minimum of 1 year of campus leadership experience (ex. team leader, etc.) preferred Strong communication and interpersonal skills, both orally and in writing in English Demonstrated knowledge of ESL education and effective instructional practice to support emergent bilingual students Demonstrated knowledge of best practices related to the implementation of district initiatives Demonstrated knowledge in curriculum, instruction, and assessment development Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook Strong communication and interpersonal skills, both orally and in writing in additional languages preferred Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. TEXAS", "summaryDescription" : "Elementary School: English Learner Specialist 2026-2027. Skills: English Learner Support, Second Language Acquisition, Instructional Coaching, Professional Development. Provide instructional support and coaching. 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Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. 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optimism" }, { "name" : "Desire to learn and grow" }, { "name" : "Willingness to go above and beyond" }, { "name" : "Entrepreneurial spirit" } ], "majorSkills" : "Special Education, Inclusion Specialist, IEP Implementation, Instructional Strategy, Student Support", "majorSkillsList" : [ "Special Education", "Inclusion Specialist", "IEP Implementation", "Instructional Strategy", "Student Support" ], "coreResponsibilities" : "Implement individualized education programs (IEPs), Design and execute individualized instructional strategies aligned with the Ohio Academic Content Standards to address the unique needs of special education students, Provide direct intervention for students with disabilities in general and special education settings, Differentiate instruction and modify curriculum to meet students' unique learning needs, Use evidence-based instructional strategies to support academic growth, Work closely with general education teachers to co-plan and co-teach lessons, Serve as a liaison between students, teachers, families, and related service providers, Advocate for inclusive practices and ensure students receive appropriate accommodations., Participate in multidisciplinary team meetings, including IEP and MTSS (Multi-Tiered System of Supports) meetings, Implement behavioral intervention plans (BIPs) and positive behavior supports., Provide social-emotional learning (SEL) support to students with disabilities, Utilize de-escalation techniques and crisis intervention strategies, Assess students' academic and behavioral progress using formal and informal assessments, Maintain documentation and progress reports for IEPs, Adjust instructional strategies based on data-driven decision-making, Adhere to the Operating Standards for Ohio’s Schools Serving Children with Disabilities, ensuring proper placement, instruction, and evaluation of students with disabilities, Ensure adherence to federal and state special education laws, Ensure adherence to board policies and district procedures., Stay updated on best practices in inclusive education through ongoing training, Assist in training general education staff on inclusion strategies, Actively involve parents and colleagues as learning partners, fostering a collaborative approach to student development", "teamCollaboration" : "Work closely with general education teachers to co-plan and co-teach lessons; Serve as a liaison between students, teachers, families, and related service providers; Participate in multidisciplinary team meetings; Actively involve parents and colleagues as learning partners, fostering a collaborative approach to student development", "domainKnowledge" : "Ohio Academic Content Standards; Operating Standards for Ohio’s Schools Serving Children with Disabilities; Federal and state special education laws", "domainList" : [ "ohio-academic-content-standards", "operating-standards-for-ohio-s-schools-serving-children-with-disabilities", "federal-and-state-special-education-laws" ], "domainSpecificKnowledge" : [ "Ohio Academic Content Standards", "Operating Standards for Ohio’s Schools Serving Children with Disabilities", "Federal and state special education laws" ], "toolProficiency" : [ "SameGoal" ], "communicationSkills" : "Excellent written and oral communication skills", "documentationSkills" : "Maintain documentation and progress reports for IEPs; Experience with writing IEPs, progress monitoring, progress reporting & data collection", "continuousLearning" : "Desire to learn and grow in a collaborative professional learning community; Stay updated on best practices in inclusive education through ongoing training; Professional development and one-on-one coaching happen throughout the year; Teachers receive year-round professional development rooted in antiracist practices and aligned to curriculum or role competencies.", "innovationCreativity" : "Reimagining education through a deeper lens of antiracism, excellence, and joy", "problemSolvingSkills" : "Problem solving skills", "outcomesObjectives" : "Preparing students in underserved communities for success in college and life; Achieve excellent outcomes for all students; Deliver effective, rigorous instruction in their content areas that produce high-quality results and student understanding; Support academic growth; Ensure students receive appropriate accommodations; Ensuring proper placement, instruction, and evaluation of students with disabilities", "qualificationsBasic" : "Bachelor's Degree from an accredited four-year college or university, Current Ohio Special Education Intervention Specialist License or willingness and ability to pursue certification by start date by using one of [3 pathways], Experience with participating in ETR meetings and writing ETR part 1, Experience with writing IEPs, progress monitoring, progress reporting & data collection, Experience using SameGoal to create special education documents, Belief that outstanding school leaders, staff, and teachers can achieve excellent outcomes for all students., Ability to persevere with a sense of optimism, problem solving skills, and desire to learn and grow in a collaborative professional learning community, Willingness, and commitment, to go above and beyond to prove the possible with students., Ability to multi-task and work within an ambiguous, fast-moving, start-up environment, while driving toward clarity and solutions, Excellent written and oral communication skills, Extreme flexibility, with a work ethic and an entrepreneurial spirit to accommodate high levels of responsibility and multiple priorities, Model the values of KIPP Columbus (Imagine, Navigate, Seek, Persevere, Integrity, Responsibility, and Empathy)", "qualificationsPreferred" : "Prior teaching experience preferred, but not required", "remoteFriendly" : false, "rawDescription" : "KIPP, the Knowledge Is Power Program, is a national network of free, open enrollment, college preparatory public schools dedicated to preparing students in underserved communities for success in college and life. There are 280 KIPP schools across the nation and the District of Columbia, serving more than 175,000 students and alumni with more than 15,000 educators. Founded in 2008 with 50 students in 5th grade, KIPP Columbus currently educates 2,000 students in grades Kindergarten through twelfth. With a mission to, together with families and the community, create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose -- college, career, and beyond -- KIPP has maintained excellence in its growth, and will improve upon that standard – proving what is possible in public education. KIPP Columbus continues to rank as one of the top schools for academic growth of any school in the state of Ohio, and is a top performing urban school in the state for academic growth. In our first three graduating classes (in spring 2020, 2021, and 2022) 100% of students were accepted to college and/or military service with nearly $40 million in merit scholarships from colleges and universities awarded. In addition to academic excellence, KIPP Columbus also partners with nearly 100 community organizations to provide extracurricular activities, programming, health and wellness services, meals, and more to KIPP students, families, and the broader community. KIPP is also a member of the Ohio High School Athletic Association, offering more than 10 varsity sports. The KIPP Columbus learning campus will continue to advance student learning, expand partnerships, enable superior programming, and serve as a teaching and leadership lab for schools nationwide, reimagining education through a deeper lens of antiracism, excellence, and joy as we expand to educate nearly 4,000 students on our learning campus in the coming years. Interested in learning more about our school? Please check out our website: Why Teach with KIPP Columbus? Respect: We respect and value the unique gifts our teachers bring. KIPP Columbus pays one of the highest salaries of charters in the region, and our comprehensive benefits package includes family leave, access to on-site daycare, fresh meals, and more. We provide resources to curriculum and materials to support your work in the classroom, and foster a collaborative and supportive working environment for our teams! Support: We prioritize the growth of every team member. Professional development and one-on-one coaching happen throughout the year to help you deliver your best. As part of the national KIPP Public Schools network, KIPP Columbus staff have access to curriculum, resources, and support from teams across the country. Teachers receive year-round professional development rooted in antiracist practices and aligned to curriculum or role competencies. Frequent feedback and support from school leaders, network content coaches, grade-level chairs, and other teammates improve teachers' craft. Teachers have dedicated time for planning and collaboration through structures including grade-level and content meetings, and professional development sessions. In our schools, teachers are able to grow their leadership through opportunities like being a grade-level chair, applying for fellowships, running an extra-curricular activity or leading school-wide initiatives as a teacher leader. Purpose: KIPP Columbus continues to rank as one of the top schools for academic growth of any school in the state of Ohio, and is a top performing urban school in the state for academic growth. In our first three graduating classes (in spring 2020, 2021, and 2022) 100% of students were accepted to college and/or military service with nearly $40 million in merit scholarships from colleges and universities awarded. The Opportunity KIPP Columbus is looking for a highly qualified Special Educator who has a track record of instructional excellence and who is willing to continuously go above and beyond for students. Our KIPP team is committed to leading and teaching through an anti-racist lens and are responsible for delivering effective, rigorous instruction in their content areas that produce high-quality results and student understanding. The Diverse Learning Team at KIPP Columbus provides crucial services to students with disabilities. In this role, educators provide specially designed instruction in small groups to students on their assigned caseload. The Inclusion Intervention Specialist will push-in to the general education classroom and provide small group instruction separate from general education peers. Inclusion Intervention Specialists in K-12 schools in Ohio play a critical role in supporting students with diverse learning needs. Summary of responsibilities include, but not limited to: * Implement individualized education programs (IEPs) * Design and execute individualized instructional strategies aligned with the Ohio Academic Content Standards to address the unique needs of special education students * Provide direct intervention for students with disabilities in general and special education settings * Differentiate instruction and modify curriculum to meet students' unique learning needs * Use evidence-based instructional strategies to support academic growth * Work closely with general education teachers to co-plan and co-teach lessons * Serve as a liaison between students, teachers, families, and related service providers * Advocate for inclusive practices and ensure students receive appropriate accommodations. * Participate in multidisciplinary team meetings, including IEP and MTSS (Multi-Tiered System of Supports) meetings * Implement behavioral intervention plans (BIPs) and positive behavior supports. * Provide social-emotional learning (SEL) support to students with disabilities * Utilize de-escalation techniques and crisis intervention strategies * Assess students' academic and behavioral progress using formal and informal assessments * Maintain documentation and progress reports for IEPs * Adjust instructional strategies based on data-driven decision-making * Adhere to the Operating Standards for Ohio’s Schools Serving Children with Disabilities, ensuring proper placement, instruction, and evaluation of students with disabilities * Ensure adherence to federal and state special education laws * Ensure adherence to board policies and district procedures. * Stay updated on best practices in inclusive education through ongoing training * Assist in training general education staff on inclusion strategies * Actively involve parents and colleagues as learning partners, fostering a collaborative approach to student development ## Qualifications * Bachelor’s Degree from an accredited four-year college or university * Current Ohio Special Education Intervention Specialist License or willingness and ability to pursue certification by start date by using one of [3 pathways](https://sboe.ohio.gov/educator-licensure/licensure-pathways/licensure-pathways): * Traditional * Alternative * Supplemental * Prior teaching experience preferred, but not required * Experience with participating in ETR meetings and writing ETR part 1 * Experience with writing IEPs, progress monitoring, progress reporting & data collection * Experience using SameGoal to create special education documents * Belief that outstanding school leaders, staff, and teachers can achieve excellent outcomes for all students. * Ability to persevere with a sense of optimism, strong problem solving skills, and desire to learn and grow in a collaborative professional learning community * Willingness, and commitment, to go above and beyond to prove the possible with students. * Ability to multi-task and work within an ambiguous, fast-moving, start-up environment, while driving toward clarity and solutions * Excellent written and oral communication skills * Extreme flexibility, with a strong work ethic and an entrepreneurial spirit to accommodate high levels of responsibility and multiple priorities * Model the values of KIPP Columbus (Imagine, Navigate, Seek, Persevere, Integrity, Responsibility, and Empathy) ## Additional Information Compensation and Benefits KIPP Columbus offers a competitive salary and a comprehensive benefit plan including medical and dental insurance, as well as group term life insurance, retirement plan and paid time off. Statement of Non-Disclosure KIPP Columbus is committed to a policy of equal treatment for all individuals applying to the school for consideration of any position (admission, employment, etc.). KIPP Columbus does not discriminate on the basis of disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 4112.02 of the Ohio Revised Code. Ohio Revised Code 3319.393 ANY PERSON WHO KNOWINGLY MAKES A FALSE STATEMENT IS GUILTY OF FALSIFICATION UNDER SECTION 2921.13 OF THE REVISED CODE, WHICH IS A MISDEMEANOR OF THE FIRST DEGREE.", "summaryDescription" : "IMMEDIATE: Elementary Intervention Specialist-Inclusion at KIPP. Skills: Special Education, Inclusion Specialist, IEP Implementation, Instructional Strategy, Student Support. Implement individualized education programs (IEPs). Design and execute individualized instructional strategies aligned with the Ohio Academic Content Standards to address the unique needs of special education students", "postedDate" : "2026-05-12T14:36:22.000", "createdAt" : "2026-05-17T19:22:33.145", "lastUpdated" : "2026-05-17T20:07:16.798", "ingestTimestamp" : "2026-05-17T19:22:33.145", "mongoId" : "6a09ef861663d49372a77822", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ "Implement individualized education programs (IEPs)", "Design and execute individualized instructional strategies aligned with the Ohio Academic Content Standards", "Provide direct intervention for students with disabilities in general and special education settings", "Use evidence-based instructional strategies to support academic growth", "Serve as a liaison between students, teachers, families, and related service providers", "Advocate for inclusive practices", "Ensure students receive appropriate 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at Gordon Parks K-8 Academy. 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Common Core Standards; Individualized Education Program", "domainList" : [ "state-standards", "common-core-standards", "individualized-education-program" ], "domainSpecificKnowledge" : [ "State Standards", "Common Core Standards", "Individualized Education Program" ], "toolProficiency" : [ "Microsoft Office", "Word", "Outlook" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "IEP goals; IEP objectives; Behavior improvement plans", "specialRequirements" : "Federal background check, State background check", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to culture; Meet state specific achievement goals", "qualificationsBasic" : "Current state license, Knowledge of State Standards, Knowledge of Common Core Standards, Experience in full room inclusion model, Experience in Co-Teaching Resource Room model, High level of comfort in growth-focused coaching, High quality written communication skills, High quality verbal communication skills, High proficiency in Microsoft Office products, Excellent organization skills, Excellent time management skills, Ability to work independently, Ability to contribute to a team, Ability to pass federal criminal background checks, Ability to pass state criminal background checks", "qualificationsPreferred" : "Experience in a multi-cultural setting", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is seeking a highly qualified Intervention Specialist at East Academy in Cleveland, Ohio dedicated to providing a superior education for all students. We are seeking an individual who is excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at East Academy! Founded in 2013, East Academy is a public charter school serving EK-8th grade students in the South Collinwood community. Students benefit from a wide array of specialty subjects, extracurriculars, and sports. The school’s experienced administration and caring teachers create a positive school culture. East participates in community partnerships with the Cleveland Food Bank and Cleveland Cavaliers. East Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Responsibilities of the Intervention Specialist include to- Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments. Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals. Utilize research-based best practices in daily planning and instruction. Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues. Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child. Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned About You: Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $43,500.00-55,000.00. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDSPED", "summaryDescription" : "Intervention Specialist at ACCEL Schools. 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