{ "count" : 101699, "data" : [ { "id" : "6a2ca09a74d8ee00a09a2b4b", "title" : "Special Education Director", "company" : "New Story Schools", "industry" : "In-District Services (IDS)", "salary" : { "min" : 115000.0, "max" : 165000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Director of Special Education in Dillsburg, PA, adjusted for industry and seniority." }, "location" : "Dillsburg, PA", "locations" : [ "Dillsburg, PA" ], "certifications" : [ "Pennsylvania Special Education Teaching Certificate", "Supervisor of Special Education Certificate" ], "timestamp" : "2026-06-15T10:07:44.542", "fingerprint" : "67be154fe23bc81a8f6cb4ece9ba3a13a56b19dbb7ec7e4a5ba8af5f2a32fc1b", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/d9c82176-ccab-47fd-aac2-e6f0598c3b11/application", "externalId" : "d9c82176-ccab-47fd-aac2-e6f0598c3b11", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Dillsburg", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.1109413,-77.0358059" } ], "locationText" : "Dillsburg, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "experienceMinYears" : 10, "experienceLevel" : "Director", "professionalSkills" : [ "Instructional practices", "Compliance oversight", "Program quality", "Staff support", "Relationship building" ], "hardSkillsList" : [ "IEP development", "Progress monitoring", "Data analysis" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Progress monitoring", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" } ], "majorSkills" : "Special education programming, IEP implementation, Compliance", "majorSkillsList" : [ "Special education programming", "IEP implementation", "Compliance" ], "coreResponsibilities" : "Oversee special education programming, Ensure compliance with regulations, Maintain audit readiness, Lead IEP lifecycle, Develop IEP goals, Monitor IEP progress, Report on IEP progress, Provide instructional leadership, Align curriculum, Align IEP goals, Align evidence-based practices, Analyze student data, Drive decision-making, Improve program continuously, Coach staff, Support staff, Partner with district leaders, Partner with families", "teamCollaboration" : "Collaboration with district partners; Partnering with district leaders; Partnering with families", "projectManagementSkills" : [ "IEP development", "IEP implementation" ], "domainKnowledge" : "IDEA; PA School Code; FERPA; Differentiated instruction; UDL", "domainList" : [ "idea", "pa-school-code", "ferpa", "differentiated-instruction", "udl" ], "domainSpecificKnowledge" : [ "IDEA", "PA School Code", "FERPA", "Differentiated instruction", "UDL" ], "documentationSkills" : "IEP development; Progress monitoring; Reporting", "continuousLearning" : "Tuition reimbursement; Career development programs; Leadership training", "problemSolvingSkills" : "Data analysis", "specialRequirements" : "Ability to travel regularly", "outcomesObjectives" : "Ensure meaningful student outcomes; Ensure successful program implementation", "qualificationsBasic" : "Master's degree, PA Special Education Teaching Certificate, Supervisor of Special Education Certificate, 10 years of experience, 3 years supervisory experience, Knowledge of IDEA, Knowledge of PA regulations, Knowledge of PA School Code, Knowledge of FERPA, IEP development experience, IEP implementation experience, Compliance oversight experience", "qualificationsPreferred" : "Experience supporting multi-site programs, Experience supporting district-based programs", "workSiteFlexibility" : "Flexible", "rawDescription" : "At New Story Schools, we serve students ages 5–21 with autism and emotional, behavioral, and developmental challenges. Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. The Special Education Director with New Story Schools for In-District Services (IDS), provides strategic leadership, ensuring high-quality special education programming within partnering school districts. This role focuses on strong instructional practices, compliance, and meaningful student outcomes through effective IEP implementation, progress monitoring, and collaboration with district partners. The Director plays a key role in maintaining program quality, supporting staff, and building strong relationships with districts and families across multiple sites. What You'll Need - Master’s degree in Special Education, Education, Human Services, or a related field - Pennsylvania Special Education Teaching Certificate or Supervisor of Special Education Certificate - Minimum of 10 years of experience in special education, including at least 3 years in a supervisory or leadership role - Strong knowledge of IDEA, PA Department of Education regulations, PA School Code, and FERPA - Demonstrated experience with IEP development, implementation, and compliance oversight - Experience supporting multi-site or district-based programs preferred - Ability to travel regularly to district sites and IDS locations What You'll Do - Oversee the quality, compliance, and overall effectiveness of special education programming across all IDS locations - Ensure full compliance with federal and state regulations (IDEA, PDE) and maintain audit readiness across programs - Lead and manage the full IEP lifecycle, including evaluations, goal development, progress monitoring, and reporting - Provide instructional leadership by aligning curriculum, IEP goals, and evidence-based practices (e.g., differentiated instruction, UDL) - Analyze student data and progress monitoring to drive decision-making and continuous program improvement - Coach and support staff while partnering with district leaders and families to ensure strong outcomes and successful program implementation across sites 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Director at New Story Schools. Skills: Special education programming, IEP implementation, Compliance. Oversee special education programming. 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Work collaboratively with students; Work collaboratively with school personnel; Work collaboratively with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Student disabilities; Behavior intervention plans; Adaptive technology; Assistive technology; School health services; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "texas-pre-kindergarten-guidelines", "student-disabilities", "behavior-intervention-plans", "adaptive-technology", "assistive-technology", "school-health-services", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document student progress; Maintain records; Support logs; Service logs; Data collection; Progress updates; Lesson plans", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting and positioning students, Hands-on intervention, Physical restraint, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Exposure to bodily fluids, Exposure to illnesses, May work prolonged hours, May work irregular hours, Maintain emotional control", "outcomesObjectives" : "Develop clear IEP goals; Develop measurable IEP objectives; Achieve skill development; Achieve skill mastery", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials and equipment. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to district testing and informal criterion-referenced assessments Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. Assist students with personal care services (e.g., feeding cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Conduct instructional or other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned 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 in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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 Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Teacher Elementary Early Childhood Special Education. Skills: Special Education, Early Childhood, IEP development. Provide instruction in academic skills. Provide instruction in behavior skills", "createdAt" : "2026-06-14T09:36:27.475", "lastUpdated" : "2026-06-15T08:39:30.109", "ingestTimestamp" : "2026-06-14T09:36:27.475", "mongoId" : "69ce5e5f9bc74574cb67a59f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Curriculum implementation", "Student assessment", "Data collection", "Behavior intervention", "Special Education", "Early Childhood", "IEP development", "Human development", "Disability knowledge", "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Education Agency certification", "Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a309761f292fd229c0dc002", "title" : "Associate Director of Programs", "company" : "NYU Hillel, Bronfman Center", "salary" : { "min" : 115000.0, "max" : 165000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline data for an Associate Director of Programs in New York, adjusted for the education industry and director-level seniority." }, "location" : "NYU Hillel, Bronfman Center", "locations" : [ "NYU Hillel", "Bronfman Center" ], "timestamp" : "2026-06-16T12:11:05.662", "fingerprint" : "65c720dc990b2f6893ea376eed17ce56adc8576a66c9bcad7ec73c40c59ac1bb", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/hillel/jobs/4706170005", "externalId" : "4706170005", "industryFunction" : { }, "structuredLocations" : [ { "city" : "New York", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.7127281,-74.0060152" } ], "locationText" : "New York, New York, United States", "minimumEducation" : "Bachelor's Degree", "experienceMinYears" : 5, "experienceLevel" : "Director", "rawDescription" : "Applications submitted through the Hillel International website will NOT be considered. To apply, please submit your application through the NYU website linked HERE. Associate Director of Programs NYU Hillel, Bronfman Center Role Overview As a member of the Bronfman Center's senior leadership team, the Associate Director of Programs will execute the vision and mission of the Bronfman Center; ensure appropriate internal alignment with staff, services, and programs; determine and establish performance standards, resources, processes, and metrics to support the overall organizational mission. Oversee the development and delivery of programming, events, and services. Oversee service delivery and quality of student advisement, pastoral care, mentorship, and leadership development for affiliated student groups. Responsible for the Bronfman Center reaching its yearly engagement goals, both in breadth (the number of students reached by Bronfman Center programs) and depth (the number of students deeply engaged in Bronfman Center programs). Oversee the Collegiate Leadership Internship Program (CLIP), the Downtown Minyan, Jewish graduate student organizations, and any additional grant-funded initiative. Qualifications Required Education: Bachelor's Degree Preferred Education: Master's Degree Management (MBA/MPA) Excellent managerial, interpersonal, communication, and organizational skills. Ability to think critically and develop tactical plans in response to strategic needs. Excellent judgment and discretion. or Required Experience: 5+ years of related experience, including management of of program staff members, programs, with at least 2 years at a Jewish campus organization Preferred Experience: 5+ years of relevant experience in a college or university environment. Required Skills, Knowledge and Abilities: Excellent managerial, interpersonal, communication, and organizational skills. Ability to think critically and develop tactical plans in response to strategic needs. Excellent judgment and discretion. Preferred Skills, Knowledge and Abilities: Excellent managerial skills required. Knowledge of Jewish customs, faith, and history. Hebrew language skills. Must be well versed in quality data collection to ensure adequacy, accuracy and legitimacy of data in NYU systems and be able to strictly follow data privacy and security procedures for data handling and analysis to ensure adherence to legal and institutional standards. Additional Information In compliance with NYC's Pay Transparency Act, the annual base salary range for this position is USD $95,000.00 to USD $115,000.00. New York University considers factors such as (but not limited to) scope and responsibilities of the position, candidate's work experience, education/training, key skills, internal peer equity, as well as, market and organizational considerations when extending an offer. This pay range represents base pay only and excludes any additional items such as incentives, bonuses, clinical compensation, or other items. NYU aims to be among the greenest urban campuses in the country and carbon neutral by 2040. Learn more at nyu.edu/nyugreen. NYU is an Equal Opportunity Employer and is committed to a policy of equal treatment and opportunity in every aspect of its recruitment and hiring process without regard to age, alienage, caregiver status, childbirth, citizenship status, color, creed, disability, domestic violence victim status, ethnicity, familial status, gender and/or gender identity or expression, marital status, military status, national origin, parental status, partnership status, predisposing genetic characteristics, pregnancy, race, religion, reproductive health decision making, sex, sexual orientation, unemployment status, veteran status, or any other legally protected basis. All interested persons are encouraged to apply at all levels. About Hillel International In 1923, Rabbi Benjamin Frankel started Hillel with humble means, a noble mission and a breathtaking vision: to convey Jewish civilization to a new generation. Today, Hillel International continues to enrich the lives of Jewish students and is the largest Jewish campus organization in the world at nearly 1,000 colleges and universities across North America and around the world. As Hillel evolves as an organization, the mission remains steadfast: to create lasting connections with every Jewish student that foster an enduring commitment to Jewish life, learning, and Israel and train them to become the next Jewish leaders. Hillel is an equal opportunity employer. We are committed to creating an accepting and inclusive environment for all.", "summaryDescription" : "Associate Director of Programs at NYU Hillel, Bronfman Center", "postedDate" : "2026-06-16T03:15:43.306", "createdAt" : "2026-06-16T03:15:43.306", "lastUpdated" : "2026-06-16T12:11:05.662", "ingestTimestamp" : "2026-06-16T03:15:43.306", "mongoId" : "6a309761f292fd229c0dc002", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 115000, "salaryAnnualMax" : 165000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Director", "dataQualityScore" : 0.7777778, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.92 }, { "id" : "6a2203e374d8ee00a0d618cc", "title" : "Assistant Director of Special Education - Student Data & Compliance", "industry" : "Education", "salary" : { "min" : 115500.0, "max" : 168500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Director of Special Education in Sugar Land, Texas, adjusted for the education industry and the specific seniority level." }, "location" : "TEXAS-SUGAR LAND-TECHNICAL EDUCATION CENTER", "locations" : [ "TEXAS-SUGAR LAND-TECHNICAL EDUCATION CENTER", "
TECHNICAL EDUCATION CENTER (3)
540 DULLES AVENUE
SUGAR LAND, 77478

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PEIMS staff and district departments; District and campus leadership; Finance, PEIMS, and special education teams; District leadership meetings; Campus administrators, district departments, and special education staff; Department and campus leaders", "domainKnowledge" : "IDEA; Texas Education Code; Texas Education Agency; TEA requirements; ARD/IEP; PEIMS; State performance indicators; Tiered Funding Model", "domainList" : [ "idea", "texas-education-code", "texas-education-agency", "tea-requirements", "ard-iep", "peims", "state-performance-indicators", "tiered-funding-model" ], "domainSpecificKnowledge" : [ "IDEA", "Texas Education Code", "Texas Education Agency", "TEA requirements", "ARD/IEP", "PEIMS", "State performance indicators", "Tiered Funding Model" ], "toolProficiency" : [ "PEIMS" ], "communicationSkills" : "Effective communication", "documentationSkills" : "Guidance documents; Compliance resources", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Problem-solving", "specialRequirements" : "Work outside up to 25%, Lifting and positioning students, Controlling behavior, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Childhood illnesses, Prolonged or irregular hours, Emotional control under stress, Occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, Lifting/carrying less than 40 pounds, Use hands to finger, handle, or feel objects, tools, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Normal safety precautions, Work in classrooms, offices, work stations and meeting rooms", "outcomesObjectives" : "Ensure alignment with IDEA, Texas Education Code, TEA requirements, and district policies; Strengthen district systems; Support positive student outcomes; Ensure accuracy, integrity, and compliance; Ensure accurate coding, reporting, and data reconciliation; Support strategic decision-making; Ensure accurate reporting and funding compliance; Support corrective action planning", "qualificationsBasic" : "District-level leadership, Special education compliance systems, Student data processes, Procedural practices, ARD/IEP compliance, PEIMS coordination, State performance indicator submissions, Tiered Funding Model implementation, Supervise Special Education Compliance Team, Adhere to federal, state, and local laws", "qualificationsPreferred" : "Experience with soft office applications, Experience with spreadsheets, Experience with data dashboards, Experience with related technology systems", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Assistant Director of Special Education - Student Data & Compliance provides district-level leadership and oversight of special education compliance systems, student data processes, and procedural practices to ensure alignment with the Individuals with Disabilities Education Act (IDEA), Texas Education Code, Texas Education Agency (TEA) requirements, and district policies. This position leads the development, implementation, monitoring, and continuous improvement of compliance structures and data systems related to special education services, including ARD/IEP compliance, PEIMS coordination, state performance indicator submissions, and Tiered Funding Model implementation. The Assistant Director collaborates closely with campus and district leadership to promote accurate, timely, and legally sound practices that strengthen district systems and support positive student outcomes. The Assistant Director supervises the Special Education Compliance Team, including ARD Facilitators, Program Managers, and Specialists, and reports directly to the Executive Director of Student Support Services. Position Description Essential Duties and Responsibilities Compliance Leadership & Oversight Provide leadership and oversight for district special education compliance systems and procedures. Monitor compliance with federal, state, and local requirements related to special education services and documentation. Lead district systems related to ARD/IEP compliance, timelines, procedural safeguards, and implementation fidelity. Provide leadership in the design and delivery of identified program-specific professional learning including ongoing job-embedded models. Develop, revise, and maintain district procedures, guidance documents, and compliance resources. Assist in preparation for TEA monitoring activities, audits, complaints, due process hearings, and data submissions. Collaborate with legal counsel and district leadership regarding compliance matters, as needed. Student Data & Reporting Promote a positive, inclusive culture and climate through collaboration and shared decision-making. Oversee district special education student data systems to ensure accuracy, integrity, and compliance. Collaborate with PEIMS staff and district departments to ensure accurate coding, reporting, and data reconciliation. Monitor and support state and federal reporting requirements related to special education. Lead district coordination and submission processes for: SPPI 7, SPPI 8, SPPI 13, and other TEA compliance and performance indicators, as assigned. Analyze compliance and student data trends to identify areas for improvement and support strategic decision-making. Develop dashboards, reports, and monitoring tools for district and campus leadership. Funding Model and PEIMS Oversight Lead implementation and ongoing oversight of the Texas Tiered Funding Model for special education services. Develop district procedures and monitoring systems related to service documentation and funding alignment. Coordinate training and support for campuses and staff regarding Tiered Funding Model requirements. Collaborate with Finance, PEIMS, and special education teams to ensure accurate reporting and funding compliance. Monitor implementation fidelity and support corrective action planning when needed. Leadership & Staff Supervision Supervise and evaluate members of the Special Education Compliance Team, including ARD Facilitators, Program Managers, and Specialists. Provide coaching, training, and professional development to staff and campus leaders regarding compliance and data practices. Foster a collaborative, service-oriented culture focused on continuous improvement and campus support. Participate in district leadership meetings, committees, and strategic planning efforts. Support Executive Director initiatives and departmental goals. Adhere to all federal, state, and local laws. Collaboration & Communication Collaborate with campus administrators, district departments, and special education staff to strengthen systems and practices. Serve as a resource to department and campus leaders regarding special education compliance and procedural requirements. Communicate effectively with staff, families, and stakeholders regarding compliance processes and expectations. Facilitate and support problem-solving related to complex compliance and student support matters. Supervisory Responsibilities Supervise assigned Special Education Compliance Team staff, including ARD Facilitators, Program Managers, and Specialists. Recruit, interview, hire, and provide professional development for Compliance Team staff, including ARD Facilitators, Program Managers, and Specialists. Plan, assign, coach, direct work, and appraise the performance of assigned staff. Address complaints and resolve problems in a timely manner. 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 in Education or related field. Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Valid Texas Mid-Management or Principal Certification Board Approved T-TESS Certification required, or must complete within 90 days of employment. Minimum of 3 years experience supporting or overseeing special education data systems, PEIMS coding, state reporting requirements, monitoring activities, corrective action planning, and district compliance procedures is preferred. Minimum of 3 years experience supervising professional staff, leading cross-departmental initiatives, and collaborating with campus leadership to strengthen systems and practices is preferred. Minimum of 2 years special education leadership and/or campus administration experience overseeing the implementation of services at a program required; campus or district level preferred. Knowledge of federal and state laws, regulations, and procedures related to special education, including IDEA, TEA compliance requirements, PEIMS, and ARD/IEP processes. Knowledge of special education data systems, compliance monitoring practices, and state performance indicators. Ability to analyze complex data, identify trends, and develop systems for continuous improvement and accountability. Strong organizational, problem-solving, and project management skills with the ability to manage multiple priorities and deadlines. Ability to develop, implement, and monitor district-wide procedures and compliance systems. Ability to interpret policies, regulations, and legal requirements and communicate them clearly to staff and stakeholders. Ability to maintain confidentiality and exercise sound professional judgment in sensitive situations. Proficiency with student information systems, Microsoft Office applications, spreadsheets, data dashboards, and related technology systems. Strong collaboration and interpersonal skills with the ability to build effective working relationships across departments and campuses. 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 will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood illnesses. May work prolonged or irregular hours and must be able to maintain emotional control under stress. TEXAS-SUGAR LAND", "summaryDescription" : "Assistant Director of Special Education - Student Data & Compliance. Skills: Special education compliance, Student data management, Compliance systems, Data reporting. Provide leadership and oversight. Monitor compliance", "createdAt" : "2026-06-14T02:14:39.138", "lastUpdated" : "2026-06-15T08:06:01.215", "ingestTimestamp" : "2026-06-14T02:14:39.138", "mongoId" : "6a2203e374d8ee00a0d618cc", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 115500, "salaryAnnualMax" : 168500, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Student data systems", "Data reporting", "Data reconciliation", "State reporting", "Federal reporting", "Data analysis", "Compliance monitoring", "Leadership", "Interpersonal skills", "Special education compliance", "Student data management", "Compliance systems", "Talent management", "Employee relations", "HR processes", "Organizational development", "IDEA", "Texas Education Code", "Texas Education Agency", "TEA requirements", "ARD/IEP", "PEIMS", "State performance indicators", "Tiered Funding Model" ], "skillCount" : 24, "jobCategory" : "operations", "jobSubcategory" : "hr", "seniorityLevel" : "Director", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f3d", "title" : "Teacher Special Education ECSE - Madden Elementary", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 82000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Richmond, United States, adjusted for the Education industry." }, "location" : "TEXAS-RICHMOND-MADDEN ELEMENTARY", "locations" : [ "TEXAS-RICHMOND-MADDEN ELEMENTARY", "
MADDEN ELEMENTARY (151)
17727 ABERMORE LANE
RICHMOND, 77407

" ], "certifications" : [ "Texas Education Agency certification", "Special Education EC-12 certification", "Special Education Specialist Certification EC-12", "CPI certification" ], "timestamp" : "2026-06-15T09:28:44.969", "fingerprint" : "ed1c3853277045cc63303e265a873de9b009a3834dc083c0601c96da2b28e9f2", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=180989", "externalId" : "180989", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.5821811,-95.7607832" } ], "locationText" : "Richmond, Texas, United States", "professionalSkills" : [ "Curriculum development", "Instructional planning", "Data collection", "Student assessment", "Behavior intervention" ], "hardSkillsList" : [ "Lesson planning", "IEP goal development", "Behavior management", "Personal care services", "Record maintenance" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "IEP goal development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Record maintenance", "level" : "intermediate" } ], "majorSkills" : "Special Education, Early Childhood, Instructional techniques, Student support", "majorSkillsList" : [ "Special Education", "Early Childhood", "Instructional techniques", "Student support" ], "coreResponsibilities" : "Provide instruction in skills, Provide services for children, Collaborate with parents, Plan and implement curriculum, Document student progress, Maintain accurate records, Administer student assessment, Analyze student assessment, Develop PLAAFP, Develop annual goals, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Use adaptive technology, Use assistive technology, Execute behavioral strategies, Intervene using strategies, Provide school health services, Assist students with personal care, Conduct instructional activities, Safeguard confidentiality, Prepare ARD meetings, Participate in ARD meetings, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Human development; Disabilities; Individual Educational Plan; Behavior intervention plans; ARD documents; School health services; State laws; Federal laws", "domainList" : [ "texas-pre-kindergarten-guidelines", "human-development", "disabilities", "individual-educational-plan", "behavior-intervention-plans", "ard-documents", "school-health-services", "state-laws", "federal-laws" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Human development", "Disabilities", "Individual Educational Plan", "Behavior intervention plans", "ARD documents", "School health services", "State laws", "Federal laws" ], "toolProficiency" : [ "Adaptive technology", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record maintenance; Data collection", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Behavior management", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Work prolonged hours, Work irregular hours, Maintain emotional control, Lifting and positioning students, Hands-on intervention, Physical restraint strategies, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials and equipment. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to district testing and informal criterion-referenced assessments Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. Assist students with personal care services (e.g., feeding cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Conduct instructional or other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned 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 in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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 Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education ECSE - Madden Elementary. Skills: Special Education, Early Childhood, Instructional techniques, Student support. Provide instruction in skills. 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As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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We are dedicated to creating a diverse and welcoming environment where everyone can thrive. Why join the Harvard Kennedy School? The John F. Kennedy School of Government at Harvard University is one of 12 graduate and professional schools at the university. Harvard Kennedy School’s mission is to improve public policy and leadership so people can live in societies that are more safe, free, just, and sustainably prosperous. By combining cutting-edge research, the teaching of outstanding students, and direct interaction with practitioners, we have an impact on solving public problems that no other institution can match. When you work at Harvard Kennedy School, you make a difference. Master in Public Administration (MPA) Programs at HKS include an intensive one-year mid-career program (MC/MPA) and a two-year program. The MC/MPA Program enhances the knowledge and skills of established, high-performing professionals who are looking to advance in their careers or transition between sectors. And the two-year MPA program equips students who have prior work experience and have taken graduate-level courses with the skills, perspectives, and nuanced understanding they need to be effective leaders in solving public problems. Job-Specific Responsibilities: Summer Programs This position helps support the MC/MPA Summer Program (a complex, five-week long program serving approximately 200-400 incoming students) and the Mason Fall Launch (a two-week program serving approximately 80-100 incoming students in the Mason Fellows cohort). This includes: • Assisting with planning and implementation of the Summer Program and Mason Fall Launch (this could include: coordinating with presenters; assisting with the delivery of academic sessions, workshops; delivering 1:1 or group advising sessions) • Assisting with the hiring process for over 40 instructors for the Mid-Career Summer Program and Mason Fall Launch from a variety of hiring categories including HKS and non-Harvard faculty • Handling faculty requests during Summer Program • Setting up faculty meetings during Summer Program • Hosting drop-in office hours for students during Summer Program • Fostering relationships with instructors and departments across HKS and Harvard University including Information Technology, Human Resources, International Office, Campus Planning and Operations, Dining, and Media Services to support the Summer Program and Mason Fall Launch. Academic Year This position assists with the design and delivery of programs, services, and events for MPA Programs and students. This includes: • Advising students across MPA Programs (~350-500 total students) on course selection, degree requirements, career goals and planning, and academic and personal concerns (this could include 1:1 or small group advising and office hours) • Assisting with the planning and delivery of MPA Orientation, Mason Seminars, and other program-related student events and seminars (scheduling and coordinating with presenters, sitting in on presentations, etc.) • Working with students on weekly seminar planning • Coordinating support for concurrent degree students • Working on related and special projects and handling other responsibilities, as needed. This position may involve work related to recruiting future MPA programs students, including: • Meeting and counseling prospective applicants (in person or online, responding to phone/email inquiries) • Designing and delivering recruitment and information sessions for applicants Working Conditions: * Work is performed in an office setting * May be required to work nights and weekends Physical Requirements: * Sitting using near vision use for reading and computer use for extended periods of time * Lifting (approximately 20 to 30 pounds), bending, and other physical exertion ## Qualifications Basic Qualifications: * Bachelor’s degree or equivalent work experience required * Minimum of 3 years’ relevant work experience Additional Qualifications and Skills: * Knowledge of Microsoft Office Suite, intermediate Excel skills * Ability to work with students, student organizations, colleagues, clients and external organizations * Communication skills (both written and verbal) * Qualified candidates will have proven problem solving, time management, verbal and written communication, and project management skills. * Candidates must have excellent attention to detail, be self-motivated, creative, collaborative and discrete. * Experience working in student services with diverse graduate population is strongly preferred. * Knowledge and/or interest int the Kennedy School and Harvard University is desirable. * Master’s degree preferred. ## Additional Information * Appointment End Date: This is a fully benefits eligible term appointment through June 30, 2027 * Visa Sponsorship Information: Harvard University is unable to provide visa sponsorship for this position * Pre-Employment Screening: Identity, Education Work Format Details This position has been determined by school or unit leaders that some of the duties and responsibilities can be effectively performed at a non-Harvard location. The work schedule and location will be set by the department at its discretion and based upon operational needs. When not working at a Harvard or Harvard-designated location, employees in hybrid positions must work in a Harvard registered state in compliance with the University’s Policy on [Employment Outside of Massachusetts](https://harvie.harvard.edu/sites/g/files/omnuum12046/files/humanresources/files/employmentoutsidema_policy.pdf). Additional details will be discussed during the interview process. Certain visa types and funding sources may limit work location. Individuals must meet work location sponsorship requirements prior to employment. Salary Grade and Ranges This position is salary grade level 056. Please visit [Harvard's Salary Ranges](https://hr.harvard.edu/salary-ranges) to view the corresponding salary range and related information. Benefits Harvard offers a comprehensive benefits package that is designed to support a healthy work-life balance and your physical, mental and financial wellbeing. Because here, you are what matters. Our benefits include, but are not limited to: * Generous paid time off including parental leave * Medical, dental, and vision health insurance coverage starting on day one * Retirement plans with university contributions * Wellbeing and mental health resources * Support for families and caregivers * Professional development opportunities including tuition assistance and reimbursement * Commuter benefits, discounts and campus perks Learn more about these and additional benefits on our [Benefits & Wellbeing Page](https://hr.harvard.edu/benefits-wellbeing). EEO/Non-Discrimination Commitment Statement Harvard University is committed to [equal opportunity](https://hr.harvard.edu/sites/g/files/omnuum6281/files/2025-04/reaffirmationstatement.pdf) and [non-discrimination](https://provost.harvard.edu/sites/g/files/omnuum12476/files/2025-07/non-discriminationandanti-bullyingpolicies.pdf). We seek talent from all parts of society and the world, and we strive to ensure everyone at Harvard thrives. Our differences help our community advance Harvard's academic purposes. Harvard has an [equal employment opportunity policy](https://hr.harvard.edu/sites/g/files/omnuum6281/files/2025-04/reaffirmationstatement.pdf) that outlines our commitment to prohibiting discrimination on the basis of race, ethnicity, color, national origin, sex, sexual orientation, gender identity, veteran status, religion, disability, or any other characteristic protected by law or identified in the university's [non-discrimination policy](https://provost.harvard.edu/sites/g/files/omnuum12476/files/2025-07/non-discriminationandanti-bullyingpolicies.pdf). Harvard's [equal employment opportunity policy](https://hr.harvard.edu/sites/g/files/omnuum6281/files/2025-04/reaffirmationstatement.pdf) and [non-discrimination policy](https://provost.harvard.edu/sites/g/files/omnuum12476/files/2025-07/non-discriminationandanti-bullyingpolicies.pdf) help all community members participate fully in work and campus life free from harassment and discrimination.", "summaryDescription" : "Assistant Director, MPA Programs at Harvard University. Assist with planning and implementation of Summer Program. Coordinate with assisting with delivery of academic sessions", "postedDate" : "2026-06-15T17:42:42.000", "createdAt" : "2026-06-16T00:18:22.216", "lastUpdated" : "2026-06-16T11:09:58.726", "ingestTimestamp" : "2026-06-16T00:18:22.216", "mongoId" : "6a305c1bf292fd229cf60b4b", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 115000, "salaryAnnualMax" : 175000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Problem solving", "Time management", "Project management", "Public policy", "Public administration", "Graduate student services", "Microsoft Office Suite" ], "skillCount" : 7, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Manager", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2acccd74d8ee00a070e6e3", "title" : "Elementary Special Education Teacher", "company" : "Michigan Virtual Charter Academy", "salary" : { "min" : 51000.0, "max" : 51000.0, "currency" : "USD", "frequency" : "yearly" }, "location" : "United States of America", "locations" : [ "United States of America" ], "certifications" : [ "Michigan Teaching Certification", "Special Education endorsement" ], "timestamp" : "2026-06-14T18:59:54.488", "fingerprint" : "4aaadd6ff3a854b170ed20b6fd738599197e85bf94b05f86f200656b9dd5b41d", "source" : "workday", "language" : "en", "applyUrl" : "https://strideinc.wd1.myworkdayjobs.com/SK/job/US---MI---Remote/Elementary-Special-Education-Teacher_JR114946", "externalId" : "JR114946", "locationPoint" : "51.43667,5.97917", "structuredLocations" : [ { "workMode" : "remote" } ], "locationText" : "", "employmentType" : "FULL_TIME", "technicalSkills" : "Microsoft Excel, Microsoft Outlook, Microsoft PowerPoint", "professionalSkills" : [ "Special education", "Instructional model", "Student success measurement", "Data-driven instruction" ], "hardSkillsList" : [ "IEP development", "Progress reports", "Student data analysis", "Remediation", "Enrichment" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Progress reports", "level" : "intermediate" }, { "name" : "Student data analysis", "level" : "intermediate" }, { "name" : "Remediation", "level" : "intermediate" }, { "name" : "Enrichment", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP goals, Online learning", "majorSkillsList" : [ "Special Education", "IEP goals", "Online learning" ], "coreResponsibilities" : "Provide instruction, support, and guidance, Manage learning process, Focus on students’ individual needs, Advance each student’s learning, Ensure special education services are provided, Communicate with parents and staff, Develop compliant IEPs, Develop progress reports, Develop state specific documentation, Facilitate special education meetings, Lead IEP meetings, Use provided resources, Ensure accommodations and modifications, Make modifications to lessons, Make modifications to assessments, Ensure student inclusion, Ensure student success, Collect data and work samples, Monitor student progress, Document all contact with parents, Document interventions with students, Analyze student data, Prescribe remediation, Prescribe enrichment, Provide synchronous learning experiences, Provide asynchronous learning experiences, Personalize learning for all students, Maintain grade book, Make student placement decisions, Make student promotion decisions, Alert administrators to concerns, Prepare students for tests, Establish positive rapport with families, Communicate with students and parents, Respond to students and parents, Support parents with curricular issues, Support parents with instructional issues, Support parents with troubleshooting, Troubleshoot virtual classroom environment", "teamCollaboration" : "Collaborative special education meetings; Collaborate with other teachers", "domainKnowledge" : "Special needs students; Individualized Education Program", "domainList" : [ "special-needs-students", "individualized-education-program" ], "domainSpecificKnowledge" : [ "Special needs students", "Individualized Education Program" ], "toolProficiency" : [ "Stride K12 lessons", "Assistive technology" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "IEP documentation; Progress reports; State specific documentation", "problemSolvingSkills" : "Data analysis; Troubleshooting", "specialRequirements" : "Ability to work independently, Maintain professional home office, Ability to travel up to 20%", "outcomesObjectives" : "Ensure students receive appropriate therapies; Ensure students are receiving therapies; Ensure students are receiving services; Ensure student success; Meet high expectations; Ensure student academic integrity; Ensure student performance progress", "qualificationsBasic" : "Michigan Teaching Certification, Special Education endorsement, Bachelor's degree, Active state teaching license, Ability to clear required background check", "qualificationsPreferred" : "Experience working with age group, Experience supporting adults and children with technology, Experience teaching online, Experience in brick-and-mortar environment, Experience with online learning platform", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "**Job Description** **Required Certificates and Licenses:** Michigan Teaching Certification Required. Must have a Special Education endorsement. **Residency Requirements:** This position is virtual and open to residents of the 50 states and Washington, D.C. The Elementary Special Education Teacher is a state certified teacher responsible for delivering specific course content in an online environment. The Special Education Teacher must provide instruction, support, and guidance, manage the learning process, and focus on students’ individual needs as defined by each student’s Individualized Education Program. The Special Education Teacher works actively with students and parents to advance each student’s learning and is also responsible for the compliance documents required in serving students with special needs. # **This position offers a base salary around _$51,000_ plus the eligibility of a performance bonus. ** K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. Passionate Educators are needed at the Stride K12 partner school, Michigan Virtual Charter Academy (MVCA). We want you to be a part of our talented team! The mission of Michigan Virtual Charter Academy (MVCA) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! **This is a full-time position. Ability to work independently, typically 40 + hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.** **Essential Functions:** Reasonable accommodation may be made to enable individuals with disabilities to perform the essential duties. · Ensure all special education and related services are provided as determined by the IEP team by: · Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies · Developing compliant IEP’s, progress reports and other state specific required special education documentation · Facilitating and leading collaborative special education meetings such as annual IEP meetings · Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text · Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP · Ensure inclusion and success of student in the general education classroom · Collect data and work samples to monitor student progress towards Individual Education Program (IEP) goals and objectives · Document all contact with parents and interventions with students · Analyze student data to prescribe remediation and enrichment as needed · Provide rich and engaging synchronous and asynchronous learning experiences for students · Commitment to personalizing learning for all students · Demonstrate a belief in all students’ ability to succeed and meet high expectations · Maintain grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress · Prepare students for high stakes standardized tests · Understand that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner · Support learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures · Ability to travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school. **MINIMUM REQUIRED QUALIFICATIONS:** · Bachelor's degree AND · Active state teaching license AND · Ability to clear required background check **OTHER REQUIRED QUALIFICATIONS:** · Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions · Receptive to receiving coaching on a regular basis with administrators · Ability to embrace change and adapt to ensure excellent student outcomes · Proficient in Microsoft Excel, Outlook, Word; PowerPoint · Ability to rapidly learn and adapt to new technologies and teaching platforms · Strong written/verbal communication skills **DESIRED QUALIFICATIONS** : · Experience working with the proposed age group · Experience supporting adults and children in the use of technology · Experience teaching online (virtual) and/or in a brick-and-mortar environment · Experience with online learning platform **Compensation & Benefits: **Stride, Inc. considers a person’s education, experience, and qualifications, as well as the position’s work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee’s salary level. Salaries will differ based on these factors, the position’s level and expected contribution, and the employee’s benefits elections. Offers will typically be in the bottom half of the range. * _Exempt (salary):_ We anticipate the salary range to be$26,104.00 - $68,361.27. Eligible employees may receive a bonus. This salary is not guaranteed, as an individual’s compensation can vary based on several factors. These factors include, but are not limited to, geographic location, experience, training, education, and local market conditions. Stride offers a robust benefits package for eligible employees that can include health benefits, retirement contributions, and paid time off. **Work Environment:** The work environment characteristics 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. · This position is virtual The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. **Job Type** Regular **The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.** _If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting stridecareers @k12.com._ **Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities** Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.", "summaryDescription" : "Elementary Special Education Teacher at Michigan Virtual Charter Academy. Skills: Special Education, IEP goals, Online learning. Provide instruction, support, and guidance. Manage learning process", "postedDate" : "2026-06-12T04:37:07.482", "createdAt" : "2026-06-12T04:37:07.313", "lastUpdated" : "2026-06-14T18:59:54.488", "ingestTimestamp" : "2026-06-12T04:37:07.313", "mongoId" : "6a2acccd74d8ee00a070e6e3", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "sourceUrl" : "https://strideinc.wd1.myworkdayjobs.com/SK/job/US---MI---Remote/Elementary-Special-Education-Teacher_JR114946", "salaryAnnualMin" : 51000, "salaryAnnualMax" : 51000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "IEP development", "Progress reports", "Student data analysis", "Remediation", "Enrichment", "Special Education", "IEP goals", "Online learning", "Special education", "Instructional model", "Student success measurement", "Data-driven instruction", "Special needs students", "Individualized Education Program", "Michigan Teaching Certification", "Special Education endorsement", "Stride K12 lessons", "Assistive technology" ], "skillCount" : 18, "jobCategory" : "education", "seniorityLevel" : "mid", "dataQualityScore" : 0.8888889, "daysOld" : 2, "hasLocation" : true, "hasGeo" : false }, { "id" : "6a305a81f292fd229cf51e57", "title" : "Director of Activity Programs", "salary" : { "min" : 135000.0, "max" : 195000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Director of Activity Programs in Richfield, United States, adjusted for director-level seniority and full-time employment." }, "location" : "Richfield, MN", "locations" : [ "Richfield, MN" ], "timestamp" : "2026-06-16T06:15:27.442", "fingerprint" : "134ba7a61fcf7dbd2469bbad53eb4fbebc5b50784c95c61d7e0965a0681cc85d", "source" : "jazzhr", "language" : "en", "externalId" : "3AhtOIKhoT", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richfield", "state" : "Minnesota", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "44.8766431,-93.2877877" } ], "locationText" : "Richfield, Minnesota, United States", "experienceLevel" : "Director", "summaryDescription" : "Director of Activity Programs", "createdAt" : "2026-06-15T22:17:31.535", "lastUpdated" : "2026-06-16T06:15:27.442", "ingestTimestamp" : "2026-06-15T22:17:31.535", "mongoId" : "6a305a81f292fd229cf51e57", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 135000, "salaryAnnualMax" : 195000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Director", "dataQualityScore" : 0.44444445, "hasLocation" : true, "hasGeo" : true, "llmIndustryConfidence" : 0.8 }, { "id" : "6a2ca05574d8ee00a09a1e95", "title" : "Manager - Special Programs", "company" : "Saronic Technologies", "industry" : "Product", "salary" : { "min" : 115000.0, "max" : 165000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Manager in the Technology industry in Austin, adjusted for seniority and company size." }, "location" : "Austin, TX", "locations" : [ "Austin, TX" ], "timestamp" : "2026-06-16T03:39:04.055", "fingerprint" : "93e46fa26ecc2062fbaf5def1b472217be6c39aaa4391f9a4dfc1519c0e1fda1", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/saronic/90481fdd-4181-4071-a859-483e18756c2e/application", "externalId" : "90481fdd-4181-4071-a859-483e18756c2e", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Austin", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "30.2711286,-97.7436995" } ], "locationText" : "Austin, Texas, United States", "employmentType" : "FULL_TIME", "experienceLevel" : "Manager", "technicalSkills" : "Autonomy, Embedded systems, Robotics, Electrical engineering, Mechanical engineering, Software", "professionalSkills" : [ "Budget management", "Resource management", "Procurement", "Vendor coordination", "Progress reporting", "Schedule tracking", "Milestone tracking", "Deliverable tracking", "Scope prioritization", "Roadmap synchronization" ], "hardSkillsList" : [ "Prototype builds", "Field testing", "Demonstrations" ], "softSkillsList" : [ "High emotional intelligence", "Organizational instincts" ], "hardSkills" : [ { "name" : "Prototype builds", "level" : "intermediate" }, { "name" : "Field testing", "level" : "intermediate" }, { "name" : "Demonstrations", "level" : "intermediate" } ], "softSkills" : [ { "name" : "High emotional intelligence" }, { "name" : "Organizational instincts" } ], "majorSkills" : "Prototype development, Technical direction, Program management", "majorSkillsList" : [ "Prototype development", "Technical direction", "Program management" ], "coreResponsibilities" : "Provide administrative management, Plan prototype builds, Track prototype builds, Plan field testing, Track field testing, Plan demonstrations, Track demonstrations, Offer technical input, Challenge assumptions, Unblock the team, Translate progress, Collaborate with VP Product and CTO, Surface new ideas, Scope new ideas, Prioritize new ideas, Synchronize Special Programs work, Represent Special Programs internally, Represent Special Programs externally", "teamCollaboration" : "Cross-functional stakeholders; Senior technical leaders; Senior product leaders; Electrical contributors; Mechanical contributors; Software contributors", "projectManagementSkills" : [ "Scheduling", "Budgeting", "Procurement", "Progress reporting", "Milestones", "Deliverables", "Resource constraints", "Ambiguous ideas", "Structured plans" ], "domainKnowledge" : "Autonomy at sea; Maritime operations; Autonomous platforms; Intelligent platforms; Maritime superiority; Robotics; Aerospace; Defense; Hardware-intensive environment; Defense acquisition; Export controls; Classified program management", "domainList" : [ "autonomy-at-sea", "maritime-operations", "autonomous-platforms", "intelligent-platforms", "maritime-superiority", "robotics", "aerospace", "defense", "hardware-intensive-environment", "defense-acquisition", "export-controls", "classified-program-management" ], "domainSpecificKnowledge" : [ "Autonomy at sea", "Maritime operations", "Autonomous platforms", "Intelligent platforms", "Maritime superiority", "Robotics", "Aerospace", "Defense", "Hardware-intensive environment", "Defense acquisition", "Export controls", "Classified program management" ], "communicationSkills" : "Written communication; Verbal communication", "innovationCreativity" : "Pathfinding team; Rapidly prototype; Generating new ideas; Building prototypes; Testing prototypes; Validating future products", "problemSolvingSkills" : "Bias toward action", "specialRequirements" : "Occasional travel, U.S. Person status required", "qualificationsBasic" : "Experience managing small engineering teams, Working technical literacy, Ability to plan and execute against budgets, Bachelors degree in engineering or equivalent experience, Comfort operating with high uncertainty", "qualificationsPreferred" : "Experience supporting prototype hardware development, Familiarity with defense acquisition, Familiarity with export controls, Familiarity with classified program management", "workSiteFlexibility" : "Onsite", "rawDescription" : "Saronic Technologies is a leader in revolutionizing autonomy at sea, dedicated to developing state-of-the-art solutions that enhance maritime operations through autonomous and intelligent platforms. Saronic Special Programs is a small pathfinding team chartered to rapidly prototype new ideas. Special Programs is responsible for generating new ideas, building and testing physical prototypes, and validating future products which continue Saronic's mission to redefine maritime superiority. JOB OVERVIEW We are seeking a Special Programs Manager to serve as the administrative and operational backbone of our team. You will be responsible for keeping projects on track, managing resources and budgets, and creating the conditions for a small, talented group of engineers to move quickly. While this is not a hands-on engineering role, you will provide high-level technical direction during prototype reviews and partner closely with the VP of Product and CTO to evaluate and shape the next wave of ideas the team will pursue. RESPONSIBILITIES - Provide day-to-day administrative management of the Special Programs team, including scheduling, staffing, budgets, procurement, vendor coordination, and progress reporting. - Plan and track prototype builds, field testing, and demonstrations, ensuring milestones, deliverables, and resources stay aligned across electrical, mechanical, and software contributors. - Offer focused technical input during design reviews and prototype check-ins — enough to challenge assumptions, unblock the team, and translate progress to non-engineering stakeholders - Collaborate directly with the VP of Product and the CTO to surface, scope, and prioritize new ideas the team should consider pursuing, and keep Special Programs work synchronized with the broader product roadmap - Represent Special Programs internally to functions such as Growth, Finance, and Engineering, and externally as needed to suppliers and Government or commercial customers. QUALIFICATIONS - Experience managing small, fast-moving engineering or R&D teams, ideally in robotics, aerospace, defense, or another hardware-intensive environment - Working technical literacy across some combination of autonomy, embedded systems, robotics, electrical engineering, or mechanical engineering — enough to lead substantive conversations with engineers without being the deepest expert in the room - Demonstrated ability to plan and execute against budgets, schedules, and resource constraints with limited overhead - Comfort partnering with senior technical and product leaders to evaluate new opportunities and translate ambiguous ideas into structured plans - Experience supporting prototype hardware development, field testing, or Government demonstrations is strongly preferred - Familiarity with defense acquisition, export controls, or classified program management is a plus - Excellent written and verbal communication skills, with the ability to keep cross-functional stakeholders aligned - High emotional intelligence, with the ability to keep teammates aligned - Strong organizational instincts and a bias toward action in ambiguous, low-process environments - Bachelors degree in engineering, or equivalent professional experience - Comfort operating with high uncertainty, minimal resources, compressed timelines, and aggressive goals and schedules PHYSICAL DEMANDS - Prolonged periods of sitting at a desk and working on a computer. - Occasional standing and walking within the office, lab, and prototype spaces. - Manual dexterity to operate a computer keyboard, mouse, and other office equipment. - Visual acuity to read screens, documents, and reports. - Occasional reaching, bending, or stooping to access file drawers, cabinets, or office supplies. - Lifting and carrying items up to 20 pounds occasionally (e.g., office supplies, packages). - Occasional travel to field test sites and Government demonstrations. BENEFITS - Medical Insurance: Comprehensive health insurance plans covering a range of services - Dental and Vision Insurance: Coverage for routine dental check-ups, orthodontics, and vision care - Saronic pays 100% of the premium for employees and 80% for dependents - Time Off: Generous PTO and Holidays - Parental Leave: Paid maternity and paternity leave to support new parents - Competitive Salary: Industry-standard salaries with opportunities for performance-based bonuses - Retirement Plan: 401(k) plan - Stock Options: Equity options to give employees a stake in the company's success - Life and Disability Insurance: Basic life insurance and short- and long-term disability coverage - Additional Perks: Free lunch benefit and unlimited free drinks and snacks in the office If this role is based in the United States, it requires access to export-controlled information or items that require “U.S. Person” status. As defined by U.S. law, individuals who are any one of the following are considered to be a “U.S. Person”: (1) U.S. citizens, (2) legal permanent residents (a.k.a. green card holders), and (3) certain protected classes of asylees and refugees, as defined in 8 U.S.C. 1324b(a)(3) https://www.govinfo.gov/link/uscode/8/1324b. Saronic does not discriminate on the basis of race, sex, color, religion, age, national origin, marital status, disability, veteran status, genetic information, sexual orientation, gender identity or any other reason prohibited by law in provision of employment opportunities and benefits. We are also committed to providing reasonable accommodations for qualified individuals with disabilities.", "summaryDescription" : "Manager - Special Programs at Saronic Technologies. Skills: Prototype development, Technical direction, Program management. Provide administrative management. Plan prototype builds", "createdAt" : "2026-06-14T20:12:50.989", "lastUpdated" : "2026-06-16T03:39:04.055", "ingestTimestamp" : "2026-06-14T20:12:50.989", "mongoId" : "6a2ca05574d8ee00a09a1e95", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 115000, "salaryAnnualMax" : 165000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Prototype builds", "Field testing", "Demonstrations", "High emotional intelligence", "Organizational instincts", "Prototype development", "Technical direction", "Program management", "Budget management", "Resource management", "Procurement", "Vendor coordination", "Progress reporting", "Schedule tracking", "Milestone tracking", "Deliverable tracking", "Scope prioritization", "Roadmap synchronization", "Scheduling", "Budgeting", "Milestones", "Deliverables", "Resource constraints", "Ambiguous ideas", "Structured plans", "Autonomy at sea", "Maritime operations", "Autonomous platforms", "Intelligent platforms", "Maritime superiority", "Robotics", "Aerospace", "Defense", "Hardware-intensive environment", "Defense acquisition", "Export controls", "Classified program management" ], "skillCount" : 37, "jobCategory" : "engineering", "jobSubcategory" : "software", "seniorityLevel" : "Manager", "dataQualityScore" : 0.8888889, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Technology", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f61", "title" : "Teacher Special Education Elementary - RDSPD 2025-2026", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "
SETTLERS WAY ELEMENTARY SCHOOL (120)
3015 SETTLERS WAY BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Valid Texas Teacher Certification", "Teacher of the Deaf Certification", "De-Escalation/Restraint Certification", "Assessment of Sign Communication" ], "timestamp" : "2026-06-15T06:50:44.772", "fingerprint" : "27ec1afa0902c0c3da983c4d4407ead22825cd0d4b023203d975a0e5a6ecc7a7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=138948", "externalId" : "138948", "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", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disabilities knowledge" ], "hardSkillsList" : [ "Sign communication", "Instructional planning", "Curriculum adaptation", "Behavior intervention" ], "hardSkills" : [ { "name" : "Sign communication", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Curriculum adaptation", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" } ], "majorSkills" : "Deaf Education, IEP development, Total Communication", "majorSkillsList" : [ "Deaf Education", "IEP development", "Total Communication" ], "coreResponsibilities" : "Provide direct classroom instruction, Conduct instructional services, Work collaboratively with parents, Apply knowledge of human development, Plan and implement curriculum, Prepare lesson plans, Prepare and organize materials, Use adaptive equipment, Implement students' IEPs, Provide for basic needs, Safeguard confidentiality, Use assessment procedures, Document student progress, Maintain accurate records, Collaborate with staff, Direct activities of aide, Participate in ARD meetings, Support student services, Provide direction to staff, Consult with staff, Train staff, Work with administration, Plan RDSPD information, Provide RDSPD information, Interact with support staff, Collaborate with support staff, Meet needs of students, Participate in training, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel; Collaborate with staff; Collaborate with RDSPD support staff; Collaborate with administrative staff; Interact with RDSPD support staff", "domainKnowledge" : "Total Communication Classrooms", "domainList" : [ "total-communication-classrooms" ], "domainSpecificKnowledge" : [ "Total Communication Classrooms" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication; Sign communication", "documentationSkills" : "Maintain accurate records; Document student progress", "continuousLearning" : "Professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Inclement weather, Lifting and positioning students, Controlling behavior, Hands-on intervention, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's Degree in Deaf Education, Valid Texas Teacher Certification, Demonstrate competency through HOUSSE, De-Escalation/Restraint Certification required, Assessment of Sign Communication required", "qualificationsPreferred" : "Master's Degree in Deaf Education", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Elementary RDSPD will provide direct classroom instruction in academic, behavior, social and self-care, consistent with requirements of state and federal laws as specified in each student's Individual Education Plan's skills for student in the Regional Day School Program for the Deaf. Position Description Essential Duties and Responsibilities Service Delivery Conduct instructional services that are appropriate and consistent with goals contained in students' Individualized Education Plan (IEP) to meet their unique needs and are consistent with state and federal laws Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modification, and adaptations Prepare lesson plans that are developmentally and age-appropriate based on the student's IEP Prepare and organize materials to implement daily lesson plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers to address unique needs of the student Fully implement students' IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Provide for basic needs of students including, but not limited to, toileting, feeding, and caring for students who are not able to care for themselves Compliance Safeguard confidentiality with regard to students with disabilities Use various types of assessment procedures to determine students' present academic and functional levels, progress, and document ongoing student progress, maintaining accurate and consistent records Collaborate with staff to meet campus, district, and program needs and timelines Program Support Direct the activities of an educational aide or interpreter of the deaf Participate in and/or prepare paperwork for Admission, Review, and Dismissal (ARD) meetings Support student services provided at the campus level for students in the RDSPD Provide direction, consultation, and training services for campus staff and parents related to the unique instructional needs of deaf and hard of hearing students Work with program administration to plan and provide RDSPD information to parents and campus staff Interact and collaborate with RDSPD support staff and administrative staff to help meet the needs of students Participate in campus, district, and program training and professional development 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 in Deaf Education or related field Master's Degree in Deaf Education or related field preferred Valid Texas Teacher Certification for Teacher of the Deaf Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE), required De-Escalation/Restraint Certification District-provided training required within 30 days of providing instruction Assessment of Sign Communication (TASC) for Total Communication Classroom Environments required within 1 year for Total Communication Classrooms Experience preferred but not required Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, oral and written and sign Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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 will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. This position is funded through grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Teacher Special Education Elementary - RDSPD 2025-2026. Skills: Deaf Education, IEP development, Total Communication. Provide direct classroom instruction. Conduct instructional services", "createdAt" : "2026-06-14T08:14:30.479", "lastUpdated" : "2026-06-15T06:50:44.772", "ingestTimestamp" : "2026-06-14T08:14:30.479", "mongoId" : "6960822e0937eae70e9c7f61", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Sign communication", "Instructional planning", "Curriculum adaptation", "Behavior intervention", "Deaf Education", "IEP development", "Total Communication", "Human development", "Disabilities knowledge", "Total Communication Classrooms", "Valid Texas Teacher Certification", "Teacher of the Deaf Certification", "De-Escalation/Restraint Certification", "Assessment of Sign Communication", "Adaptive equipment", "Assistive technology" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a305b29f292fd229cf5a0e2", "title" : "Special Education Teacher", "company" : "South County Academy", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Special Education Teacher in Exeter, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Exeter, RI", "locations" : [ "Exeter, RI" ], "timestamp" : "2026-06-16T06:56:42.171", "fingerprint" : "a757109f1a1ed3f2d92ee69dc0ae8aaa073b332afaf33bde9a0e15fc30b5b93e", "source" : "jazzhr", "language" : "en", "externalId" : "41fyjfVGQI", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Exeter", "state" : "Rhode Island", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.5774793,-71.5376881" } ], 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best practices, Create joyful classroom environment, Integrate culturally responsive practices, Implement school-wide culture expectations, Communicate with families, Incorporate technology skills, Participate in planning activities, Implement non-instructional activities, Attend events in person, Collaborate with colleagues, Communicate with colleagues, Travel to support testing, Perform other duties", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Special education; 21st-century curriculum; State Standards; Common Core Standards", "domainList" : [ "special-education", "21st-century-curriculum", "state-standards", "common-core-standards" ], "domainSpecificKnowledge" : [ "Special education", "21st-century curriculum", "State Standards", "Common Core Standards" ], "toolProficiency" : [ "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Progress Reports", "specialRequirements" : "Travel required, Face to face attendance required, Attend events in person, Travel to support testing", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet academic accountability goals", "qualificationsBasic" : "Georgia teaching license, Knowledge of State Standards, Knowledge of Common Core Standards, Ability to stand for up to 90 minutes, Ability to supervise students, Ability to pass criminal background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "About the Team ACCEL Schools is seeking highly-qualified Virtual Teachers who are dedicated to providing a superior education for all students! 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About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels 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 Georgia teaching license in appropriate content area 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: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. 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About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels 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 Georgia teaching license in appropriate content area 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: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special Education teaching certification, IEP development, Lesson planning, Classroom management, Differentiated instruction. 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About Centura College Centura College is a premier provider of hands-on technical and career training, offering programs in Allied Health and Skilled Trades. We are passionate about preparing the next generation of skilled professionals by equipping students with the tools, knowledge, and confidence to succeed in rewarding careers. With flexible day and evening classes, real-world experience, and a supportive learning environment, Centura College is committed to making a difference in the lives of our students. Ready to inspire and guide future professionals? Apply today! Centura College - Campus Director of Education Location: Norfolk, VA Compensation: up to $90,000 Schedule: On-site Monday - Friday: 8:00am - 5:00pm, occasional night and weekend hours based on campus needs JOIN OUR TEAM Join a mission-driven educational organization dedicated to academic excellence, workforce readiness, and student success. We are seeking an experienced and strategic educational leader who is passionate about faculty development, instructional quality, accreditation compliance, and improving educational outcomes within a higher education and career-focused learning environment. This is an exciting opportunity for a collaborative and results-driven leader to make a meaningful impact on student achievement, faculty performance, and institutional effectiveness while helping shape the future of postsecondary and vocational education programs. POSITION PURPOSE We are actively seeking a strategic and experienced Director of Education CampusNexus experience a plus. Join Our Team If you are committed to academic quality, faculty development, and student success, we encourage you to apply and help support the future of our educational programs. What We Offer The salary for this position ranges up to $90,000 per year, based on experience, qualifications, and other relevant factors. In addition to a competitive base salary, we offer a comprehensive benefits package, including:  401(k) and Matching: Secure your future with our competitive retirement savings plan.  Comprehensive Health Coverage: Enjoy Health, Dental, and Vision insurance to keep you and your family healthy from day one of employment. Life Insurance: Peace of mind with life insurance options.  Parental Leave: Support for new parents during important life transitions.  Paid Time Off: Recharge with paid time off to promote work-life balance.  Employee Assistance Program: Access to resources for personal and professional support.  Tuition Reimbursement: Invest in your future with financial support for further education.  We are committed to providing a rewarding compensation package that supports both your professional growth and personal well-being Centura College is a proud equal-opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, disability status, or any other characteristic protected by applicable law. We believe that a diverse workforce contributes to the success of our company and are dedicated to fostering a culture of respect, equity, and inclusion.", "summaryDescription" : "Director of Education at Centura College. Skills: Academic quality, Student success, Faculty development. Inspire future professionals. Guide future professionals", "postedDate" : "2026-06-13T21:22:28.623", "createdAt" : "2026-06-13T21:22:28.623", "lastUpdated" : "2026-06-15T03:19:47.884", "ingestTimestamp" : "2026-06-13T21:22:28.623", "mongoId" : "6a2cb62774d8ee00a09f0996", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMax" : 90000, "hasSalary" : false, "allSkills" : [ "Academic quality", "Student success", "Faculty development", "Instructional quality", "Accreditation compliance", "Educational outcomes", "Technical training", "Career training", "Allied Health", "Skilled Trades", "Postsecondary education", "Vocational education" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Director", "dataQualityScore" : 0.8888889, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f0d", "title" : "Aide Special Education (Resource/Inclusion Services) - Austin Parkway Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 35000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Sugar Land, TX, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "
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. Skills: Special education support, Student safety, Behavioral intervention, Personal care. Provide direct support to students. Access curriculum in least restrictive environment", "createdAt" : "2026-06-14T18:45:32.555", "lastUpdated" : "2026-06-16T05:20:44.618", "ingestTimestamp" : "2026-06-14T18:45:32.555", "mongoId" : "6960822e0937eae70e9c7f0d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 35000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Academic implementation", "Behavioral strategy execution", "Personal care services", "Data collection", "Behavior data collection", "Special education support", "Student safety", "Behavioral intervention", "Personal care", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral strategies", "Personal care skills", "ARD documents", "IEP targets", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Windows Operating System", "Microsoft Office" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c688074d8ee00a0903a36", "title" : "Special Education Paraprofessional", "company" : "New Story Schools", "industry" : "New Story Schools (Ohio)", "salary" : { "min" : 33000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Paraprofessional in Columbus, United States, adjusted for the education industry." }, "location" : "Columbus, OH (IDS)", "locations" : [ "Columbus, OH (IDS)" ], "timestamp" : "2026-06-15T22:24:15.689", "fingerprint" : "fb4bb2f8d90dce0109fc2da463d792481fdd9d05228083c9e4467117e80bcc3e", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-oh/db36c1a8-6fcc-4a17-a789-520b411d4701/application", "externalId" : "db36c1a8-6fcc-4a17-a789-520b411d4701", "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", "employmentType" : "FULL_TIME", "minimumEducation" : "High School", "remoteFriendly" : false, "rawDescription" : "We believe every learner deserves a safe place to grow. 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 a Special Education Paraprofessional at New Story Schools, you’ll support students with developmental and learning differences in building confidence, independence, and essential life skills. You’ll assist teachers in the classroom, help students stay engaged in their learning, and provide guidance that fosters both academic and social growth. In addition, paraprofessionals may provide classroom coverage and instructional support in the absence of a teacher, ensuring continuity of student learning and maintaining a structured, supportive environment. What You’ll Need - High school diploma or equivalent - Ability to follow behavior plans and structured protocols with consistency - Strong communication, teamwork, and observational skills - Ability to remain calm and effective in high-stress situations - Willingness to complete required training (e.g., crisis prevention/de-escalation, ABA-based practices) Preferred Qualifications - Associate's or bachelor's degree in a related field - Experience working with students with significant behavioral needs - Registered Behavior Technician (RBT) certification or Paraprofessional certificate What You’ll Do - Provide small-group classroom support for students with intensive autism needs, including behavioral and skill development - Implement behavior intervention strategies, reinforcement systems, and instructional activities under teacher and BCBA guidance - Support the management of challenging behaviors using approved de-escalation strategies - Collect and record accurate data on student behavior and progress - Maintain a safe, structured, and organized classroom, including preparing materials and supporting daily routines - Provide classroom supervision and support in the absence of a teacher, following established plans and procedures - Follow all safety, documentation, confidentiality, and professional standards 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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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans 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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Through brands like Eyes On Dry Eye, Glance, and npiQ, we deliver web applications, accredited education, and data products to tens of thousands of eye", "summaryDescription" : "Director of Clinical Education at Eyes On Eyecare", "createdAt" : "2026-06-14T20:26:20.707", "lastUpdated" : "2026-06-16T01:59:19.404", "ingestTimestamp" : "2026-06-14T20:26:20.707", "mongoId" : "6a19661a58b93c861e4e099d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 155000, "salaryAnnualMax" : 220000, "salaryBand" : "150k-200k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Director", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2c687f74d8ee00a0903a2b", "title" : "Special Education Paraprofessional", "company" : "New Story Schools", "industry" : "New Story Schools (Ohio)", "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 Paraprofessional in Independence, United States, with adjustments for the education industry and company size." }, "location" : "Independence, OH", "locations" : [ "Independence, OH" ], "timestamp" : "2026-06-16T02:27:41.810", "fingerprint" : "5ff70251b988a1470fda5a4a8891ed8f3b863bb19cd902a1e242c10873c39678", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-oh/a06d3377-6c34-404d-82d4-2e60813800fc/application", "externalId" : "a06d3377-6c34-404d-82d4-2e60813800fc", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Independence", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.3816571,-81.6406872" } ], "locationText" : "Independence, Ohio, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "High School", "rawDescription" : "We believe every learner deserves a safe place to grow. 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 a Special Education Paraprofessional at New Story Schools, you’ll support students with developmental and learning differences in building confidence, independence, and essential life skills. You’ll assist teachers in the classroom, help students stay engaged in their learning, and provide guidance that fosters both academic and social growth. Start Date: August 2026 ( 2026-2027 School Year) What You'll Need - High school diploma or equivalent - Passion for supporting students with learning, emotional, or behavioral differences - Ability to remain calm, patient, and encouraging in all situations - Strong communication and collaboration skills - Basic computer proficiency with tools like Word, Excel, or Google Docs What You'll Do - Support students with academics, social interactions, and daily living skills - Assist teachers in implementing lesson plans and classroom activities - Observe, document, and report student progress and behavior - Reinforce individualized education and behavior support plans - Use positive behavior strategies and de-escalation techniques to maintain a safe, supportive classroom 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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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 a Special Education Paraprofessional at New Story Schools, you’ll support students with developmental and learning differences in building confidence, independence, and essential life skills. You’ll assist teachers in the classroom, help students stay engaged in their learning, and provide guidance that fosters both academic and social growth. Start Date: August 2026 ( 2026-2027 School Year) What You'll Need - High school diploma or equivalent - Passion for supporting students with learning, emotional, or behavioral differences - Ability to remain calm, patient, and encouraging in all situations - Strong communication and collaboration skills - Basic computer proficiency with tools like Word, Excel, or Google Docs What You'll Do - Support students with academics, social interactions, and daily living skills - Assist teachers in implementing lesson plans and classroom activities - Observe, document, and report student progress and behavior - Reinforce individualized education and behavior support plans - Use positive behavior strategies and de-escalation techniques to maintain a safe, supportive classroom 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. 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TECHNICAL EDUCATION CENTER (3)
540 DULLES AVENUE
SUGAR LAND, 77478

" ], "certifications" : [ "De-Escalation/Restraint Certification", "Special Education Certification", "Teaching Certification Texas Education Agency" ], "timestamp" : "2026-06-15T06:46:20.885", "fingerprint" : "8a213259dbdf313f391f886dfdffd994fbc6c7aac3be7ca2aee9bdbb70581957", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=192992", "externalId" : "192992", "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" : "Microsoft Office Suite", "professionalSkills" : [ "Instructional strategies", "Behavioral strategies", "Curriculum modifications", "Collaborative teaching", "Data analysis", "Assessment outcomes", "Program decisions", "Student-centered decision-making", "Transition planning", "Teacher learning experiences", "Curriculum design", "Inclusive practices", "Reintegration plans", "Professional learning", "Staffing allocations", "Program fidelity", "Medicaid documentation", "Restraint protocols", "IEP development" ], "hardSkillsList" : [ "Special education law", "Special education policies", "Special education procedures" ], "softSkillsList" : [ "Leadership" ], "hardSkills" : [ { "name" : "Special education law", "level" : "intermediate" }, { "name" : "Special education policies", "level" : "intermediate" }, { "name" : "Special education procedures", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" } ], "majorSkills" : "Special education services, Inclusive education, Behavioral interventions", "majorSkillsList" : [ "Special education services", "Inclusive education", "Behavioral interventions" ], "coreResponsibilities" : "Implement instructional services, Monitor instructional services, Implement behavioral services, Monitor behavioral services, Support students PK-12, Support adult transition services, Promote inclusive services vision, Support IDEA services implementation, Use evidence-based methodologies, Use collaborative problem-solving, Monitor IEP implementation, Observe staff strategies, Model staff strategies, Coach staff strategies, Model differentiated instruction, Model curriculum modifications, Model collaborative teaching, Analyze data sources, Analyze assessment outcomes, Drive program decisions, Guide campuses on assessment use, Develop appropriate IEP, Develop subsequent programming, Serve as resource to administrators, Serve as resource to staff, Support student-centered decision-making, Participate in campus staffings, Support data-driven decision-making, Participate in IEP meetings, Guide staff through Student-Centered Decision-Making, Consider restrictive settings, Support student-centered transition planning, Collaborate with instructional departments, Design teacher learning experiences, Support curriculum design, Support curriculum implementation, Assist with campus staffing counts, Assist with campus staffing projections, Assist with scheduling, Support reintegration plans, Monitor reintegration progress, Complete campus visit summaries, Document observations, Document next steps, Document ongoing support, Assist in professional learning development, Assist in professional learning delivery, Monitor professional learning implementation, Complete program walkthroughs, Ensure fidelity of programming, Provide feedback to staff, Provide feedback to campus leaders, Promote inclusive practices, Support transitions to less restrictive environments, Support teachers in Medicaid documentation, Support teachers in reimbursement processes, Attend Medicaid trainings, Serve as District trainer, Assist case managers with IEP development, Maintain confidentiality, Adhere to federal regulations, Adhere to state regulations, Adhere to local regulations, Remain current on best practices, Remain current on policies, Remain current on legal requirements", "teamCollaboration" : "Collaborate with Program Manager; Collaborate with campus staff; Collaborate with administrators; Collaborate with instructional departments", "domainKnowledge" : "Special education services; Inclusive special education; IDEA eligibility conditions; Evidence-based methodologies; Student-centered decision-making; Medicaid reimbursement; De-escalation protocols; Restraint protocols", "domainList" : [ "special-education-services", "inclusive-special-education", "idea-eligibility-conditions", "evidence-based-methodologies", "student-centered-decision-making", "medicaid-reimbursement", "de-escalation-protocols", "restraint-protocols" ], "domainSpecificKnowledge" : [ "Special education services", "Inclusive special education", "IDEA eligibility conditions", "Evidence-based methodologies", "Student-centered decision-making", "Medicaid reimbursement", "De-escalation protocols", "Restraint protocols" ], "communicationSkills" : "Written communication; Verbal communication; Interpersonal skills", "documentationSkills" : "Medicaid documentation; Campus visit summaries", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Collaborative problem-solving", "specialRequirements" : "Frequent travel required, Lift up to 50 pounds, Lift up to 100 pounds with assistance, Handle emotionally intense situations, Work prolonged hours, Work irregular hours", "qualificationsBasic" : "Bachelor's degree in education, De-Escalation/Restraint Certification required, Minimum 3 years teaching experience, Minimum 1 year district level experience", "qualificationsPreferred" : "Master's degree preferred, Valid Special Education Certification, Applied Behavior Analysis (ABA) training, Valid Teaching Certification Texas, 1 year district level experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Program Specialist Special Education Services works collaboratively with the Program Manager and campus staff to implement and monitor quality instructional and behavioral services for students receiving special education services, including those in inclusive, resource, and specialized program settings. This position supports students in grades PK-12, including adult transition services, and provides leadership in promoting the district's and department's vision of inclusive special education services. The specialist supports implementation of services for students with all eligibility conditions identified under IDEA, using evidence-based methodologies and collaborative problem-solving practices. Position Description Essential Duties and Responsibilities Program Support Monitor IEP implementation across all instructional settings Observe, model, and coach staff on effective instructional and behavioral strategies Model differentiated instruction, curriculum modifications, and collaborative teaching practices Analyze and utilize multiple sources of data and assessment outcomes to drive program decisions. Guide campuses on use of assessment information to develop an appropriate IEP and subsequent programming for all students Serve as a resource to administrators and staff regarding implementation of special education services and student-centered decision-making Participate in campus staffings to support data-driven decision-making and IEP meetings, when directed Guide campus staff through the Student-Centered Decision-Making process when considering restrictive settings Support student-centered transition planning Collaborate with other instructional departments to design teacher learning experiences and support curriculum design and implementation Assist with campus staffing monthly counts and projections, as well as scheduling based on student data Support and monitor reintegration plans and progress of students in out-of-district placements when reintegrating back to campus begins Complete campus visit summaries to document observations, next steps, and ongoing support provided Administrative Assist in the development and delivery of professional learning and monitor implementation Assist with the monthly count and yearly projection process for all staffing allocations for all programs and identifying students in specialized programs Complete program walkthroughs to ensure fidelity of programming and provide targeted feedback to staff and campus leaders Promote inclusive practices and support transitions to less restrictive environments as appropriate Support teachers in Medicaid documentation and reimbursement processes and attend trainings to keep current on topic as needed Serve as District trainer for de-escalation and restraint protocols, as directed Compliance Assist case managers with IEP development for specialized cases as directed Maintain confidentiality and adhere to all federal, state,and local regulations Remain current on best practices, policies, and legal requirements related to special education Other duties as assigned 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 in education or related field, required Master's degree preferred Valid Special Education Certification preferred De-Escalation/Restraint Certification required within 30 days of hire (district-provided) Applied Behavior Analysis (ABA) training preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment preferred Minimum of 3 years teaching or service provider experience in special education (inclusive and/or specialized settings), required Minimum of 1 year of experience in a special education position at the district level, preferred Proficiency in Microsoft Office Suite Strong understanding of inclusive practices and program models Knowledge in special education law, policies and procedures Excellent written and verbal communication and interpersonal skills Ability to maintain emotional control under stress 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 Work will be done in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Must frequently lift and/or move up to 50 pounds and lift and/or move up to 100 plus pounds with assistance. Must be able to handle emotionally intense situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Program Specialist Special Education Services. Skills: Special education services, Inclusive education, Behavioral interventions. Implement instructional services. 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Our teams collaborate across ABA and therapies to build communication, social skills, and confidence—at school and beyond. If you’re mission-driven, team-oriented, and growth-minded, you’ll feel at home here. As a Special Education Teacher at The Learning Spectrum (TLS), you will provide individualized instruction and support for students with autism spectrum disorder and other disabilities. You will design lessons that build academic, social, and life skills through evidence-based strategies and positive behavior supports. Collaborating with a multidisciplinary team, you’ll create a structured, compassionate learning environment where every student can achieve their fullest potential. What You’ll Need - Bachelor’s degree required - Flexible, positive attitude toward students with disabilities - Competency with a variety of instructional strategies for individualized learning and behavioral interventions - Knowledge of research-based interventions for students with autism spectrum disorder, including structured teaching, applied behavior analysis (ABA), and relationship-based interventions - Strong communication, organization, and collaboration skills What You’ll Do - Plan and use instructional strategies, materials, and activities that meet diverse learning styles and needs - Develop and implement lesson plans aligned with The Learning Spectrum’s curriculum and IEP requirements - Collaborate with students, parents, and staff to develop and implement IEP goals - Support students in building study habits, learning strategies, and self-regulation skills - Evaluate and modify educational and behavioral interventions using data and team input - Create a classroom environment that supports academic progress, social growth, and emotional well-being 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 The Learning Spectrum 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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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 a Special Education Paraprofessional at New Story Schools, you’ll support students with developmental and learning differences in building confidence, independence, and essential life skills. You’ll assist teachers in the classroom, help students stay engaged in their learning, and provide guidance that fosters both academic and social growth. Start Date: August 2026 ( 2026-2027 School Year) What You'll Need - High school diploma or equivalent - Passion for supporting students with learning, emotional, or behavioral differences - Ability to remain calm, patient, and encouraging in all situations - Strong communication and collaboration skills - Basic computer proficiency with tools like Word, Excel, or Google Docs What You'll Do - Support students with academics, social interactions, and daily living skills - Assist teachers in implementing lesson plans and classroom activities - Observe, document, and report student progress and behavior - Reinforce individualized education and behavior support plans - Use positive behavior strategies and de-escalation techniques to maintain a safe, supportive classroom 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. 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Guided by values of respect, relationships, and emotional growth, we help students connect and thrive. Join us and make a lasting difference in their lives. As a Special Education Teacher at Rebecca School, you will design and deliver individualized instruction grounded in the DIRFloortime® model to help students with neurodevelopmental and related disorders build communication, social, and emotional skills. You’ll collaborate closely with therapists, families, and team members to create a joyful, supportive learning environment where every student can thrive. Compensation Ranges Bachelor's Degree - $57,000-$65,000 based on experience Master's Degree - $75,000-$88,000 based on experience What You’ll Need - Bachelor’s degree in education or related field; master’s degree preferred - New York State certification in Special Education (or eligibility) - Experience working with students with autism spectrum disorder or developmental differences - Strong collaboration, communication, and problem-solving skills - Commitment to the DIRFloortime® approach and relationship-based teaching What You’ll Do - Develop and implement individualized instructional programs tailored to student strengths and needs - Incorporate social-emotional and sensory regulation goals into daily learning activities - Collaborate with therapists, paraprofessionals, and families to ensure consistent support across settings - Collect and analyze student data to inform instruction and goal setting - Foster a positive, safe, and engaging classroom that encourages communication and independence 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 Rebecca School 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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Madison Ave., Los Angeles CA 90004", "locations" : [ "340 N. 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We are mission and values driven and your contributions will make a difference. We make a positive difference in people's lives and help an average of 23 people per week to find a place to live. If you join us, you will be able to advocate for change while also working with influential people who effect changes in policy and devote time to issues of racial and social justice. We prioritize your work/life balance and provide various scheduling options in addition to generous time off, health, and wellness benefits and we're committed to helping you reach your potential by providing opportunities for professional growth across the state. JR 5698 Associate Director of Programs Los Angeles, CA 90004 Salary: $77,782.00 - $95,633.00 annually Pay Frequency: 24 Pay Periods Per Year Full Time Monay thru Friday 7:00am to 3:30pm Non-Exempt Driving Required Lower end of range will apply to candidates who meet minimum experience or have limited years of relevant experience. The higher end of range will apply to seasoned candidates with considerable years of relevant experience. PATH is seeking candidates passionate about helping others make a positive change in their lives to join our Outreach Services team as the Associate Director of Programs at the RHC location. ABOUT PATH Since its foundation in 1984, PATH (People Assisting The Homeless) has pioneered bold and effective approaches to assist people experiencing homelessness. PATH operates services throughout California, connecting our clients to a comprehensive continuum of homelessness prevention, street outreach, employment preparation and placement assistance, individualized case management, supportive services, interim housing, and permanent supportive housing. ABOUT OUR TEAM We believe our mission to end homelessness can be achieved by providing permanent housing and highly individualized supportive services. Every program in our growing range of services is designed to holistically address barriers to long-term housing stability, implementing evidenced-based practices to promote improved well-being beyond housing alone. We are committed to improving the quality of our services by creating a diverse work environment for the community at large. ABOUT THE JOB As part of the Outreach Services team, the Associate Director works under the supervision of the director to oversee programmatic operations. They will lead, direct, and supervise program managers, team supervisors, and direct service staff. In collaboration with the Director, the AD supports with monitoring and designing programs, including developing budgets, contributing to grant proposals, developing programmatic workflows, program evaluation, and financial reporting. The AD is a role model and coach who demonstrates a client centered, collaborative approach by providing exceptional leadership, organization, and project management skills. They will effectively engage with high-level stakeholders, support staff meeting their full potential, and be committed to social justice. Position Responsibilities include: Under the guidance of the department director, oversee all aspects of program operations. Provide direct supervision to program managers and team supervisors who oversee the teams. Ensure adherence to funding source contracts and performance standards; prepare written reports on program activities as assigned and as required by funding sources. Provide leadership that reflects organizations' mission, vision, and values to internal and external stakeholders Ensure appropriate data collection and reporting as required by funders, government entities, and agency senior management Prepare progress and performance reports for internal and external communication. Assist in interviewing, hiring, and training employees; planning and scheduling/assigning ongoing workload assignments, setting and adjusting work to be accomplished by staff; adjusting program and project priorities; and preparing schedules for work completion. Maintain effective relations with partners and help in the development and management of key strategic partnerships. Work collaboratively with PATH Operations, HR, Finance and Program departments Oversee employee performance evaluations, conduct regular and routine supervision meetings, ensure timely review and management of timesheets and attendance issues in a consistent manner, provide recognition and corrective action as needed, address concerns, and facilitate problem resolutions. Represent the company in employment-related matters as part of supervisory responsibilities, including participation in court proceedings, unemployment hearings, and other relevant legal or regulatory processes. Attend and actively engage in all required training sessions as assigned by the company and apply learned skills and knowledge to daily tasks and responsibilities. Attend and actively engage in all required staff meetings and events on and off-site (when applicable). WHAT YOU BRING We’re looking for candidates with: Analytical Skills and Attention to Detail: Gather and interpret data, identifying trends, patterns, and insights to inform decision-making. Ability to consistently produce high-quality work, ensuring accuracy and precision in all tasks. Collaboration and Teamwork: Work effectively with others, seeking out and building positive working relationships with colleagues, participants, and stakeholders. Work effectively with others, contributing to team goals and recognizing the strengths and contributions of others. Communication: Convey information clearly and effectively (both verbally and in writing) to individuals and groups in a manner that informs, engages and maintains their attention. Creativity and Initiative: Take action and make decisions without being prompted, demonstrating a proactive approach to work and a willingness to take on additional responsibilities. Think outside the box, generating innovative solutions to problems or challenges. Critical Thinking and Problem Solving: Analyze and evaluate information and situations, identify key issues, consider alternatives, and make logical decisions based on sound reasoning that will achieve the desired outcome. Ethics and Boundaries: Maintain ethical and professional standards, demonstrating honesty, integrity, and a commitment to doing the right thing in all situations while maintaining professional boundaries. PREFERRED QUALIFICATIONS Six (6) years of experience in healthcare, case management, homeless services or working with vulnerable populations. Two (2) years of supervisory experience in homeless services or related social services field strongly preferred. MINIMUM QUALIFICATIONS Four (4) years of experience in healthcare, case management, homeless services or working with vulnerable populations. One (1) year of supervisory experience in homeless services or related social services field. MANDATORY REQUIREMENTS Regardless of qualifications, candidates must: Have employment eligibility verification Have or be able and willing to obtain CPR/First Aid training Successfully complete the following as a condition of hire: Tuberculosis Test Background Screening Drug Test DRIVING Driving is an essential function of this position. To meet the employment requirements for this role, all candidates must: Have reliable transportation A valid driver’s license Proof of insurance and ownership for personal vehicles used during work duties The ability to qualify for PATH's insurance coverage EMPLOYMENT ELIGIBILITY Applicants must be authorized to work for any employer in the U. S. We are unable to sponsor or take over sponsorship of an employment Visa. PATH is committed to maintaining the highest standards of professionalism and objectivity in our services and employment practices. To avoid potential conflicts of interest and ensure the integrity of our programs, we are unable to employ individuals who are currently receiving services from PATH or have received services within the past two years. CALIFORNIA-BASED WORK EXPECTATIONS We are a California employer. Therefore, all regular and customary work must be performed within the state. Approval for work outside of the office, does not establish approval for work to be conducted outside of California. PATH does not offer fully remote positions. While some roles may include a schedule that involves multiple designated worksites or approved off-site locations (e.g., hybrid schedules), this does not imply that work will be performed from home. Many positions are fully on-site with no off-site work. All work schedules are determined by the responsibilities of the role and operational requirements, and may be adjusted at any time. WHAT WE OFFER In addition to a rewarding work environment, we offer our employees a competitive benefits package that includes medical, dental and vision coverage, vacation and sick time, paid holidays, and a retirement plan. READY TO MAKE A DIFFERENCE THROUGH ACTION? If this position sounds like a fit, please submit your application today. A resume is required. PATH provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, PATH complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. PATH will consider for employment all qualified Applicants, including those with Criminal Histories, in a manner consistent with the requirements of applicable state and local laws, including the City of Los Angeles’ Fair Chance Initiative for Hiring Ordinance. PATH is dedicated to racial and social justice by centering equity in our service delivery and maintaining a diverse and inclusive work environment for the communities we serve. We seek awareness and insight from witnessing the stories of our clients and learning from the experiences of our staff to ensure impactful systems change. If people are empowered, they can bring their authentic, whole selves to work and when people feel like they belong, they can become part of a unified effort of ending homelessness for all.", "summaryDescription" : "Associate Director of Programs at PATH (People Assisting the Homeless). Skills: Program oversight, Staff supervision, Budget management, Stakeholder engagement. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Paraprofessional at New Story Schools, you will work alongside teachers to support students’ academic, behavioral, and daily living goals. You’ll play a vital role in helping each student succeed through direct support, patience, and encouragement. What You’ll Need - High school diploma or equivalent - At least three months of experience supporting individuals with learning or behavioral disabilities - Knowledge of behavior management and classroom support strategies - Strong communication and teamwork skills - Ability to stay calm and consistent during challenging situations What You’ll Do - Support students with academic, behavioral, and self-care goals - Implement IEPs and Positive Behavior Support Plans under teacher guidance - Assist students with transitions, activities, and personal care as needed - Collect and record behavioral and progress data - Maintain a safe, structured, and supportive learning environment 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. 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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. 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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 a Special Education Teacher at New Story Schools, you will provide students with appropriate learning activities and experiences designed to help them reach their full potential academically, socially, and emotionally. You will create and adapt curriculum, prepare lessons and materials to meet student ability levels, and deliver direct instruction and support across a variety of classroom settings. What You’ll Need - Bachelor’s degree in education or a related field - Knowledge of Individualized Education Plans (IEPs) and goal implementation - Ability to adapt curriculum and instruction for diverse learning needs - Strong communication, organization, and classroom management skills - Flexible, positive, and collaborative approach to working with students and staff What You’ll Do - Plan and use instructional strategies, materials, and activities that meet student needs and learning styles - Develop and implement lesson plans aligned with curriculum standards and IEP requirements - Collaborate with students, parents, and staff to develop, monitor, and implement IEPs - Implement behavioral strategies and support students using approved interventions - Provide direction and support to classroom assistants and paraprofessional staff Why You’ll Love Working Here - More paid time than many employers: Paid holidays, snow days, and summer breaks (for select roles), meaning weeks of additional paid time many organizations don’t offer - Invest in your education and career growth: Up to $5,250/year in tuition reimbursement, plus upfront support for BCBA, RBT, BCABA, and Special Education credentials, including free BCBA supervision and university partner discounts - Real career pathways, not just a job: Leadership Development Program (LDP Accelerate) and a strong internal promotion culture, with opportunities to grow into leadership roles across our schools and programs - Opportunities across 16 Ohio locations: Explore different roles, settings, and advancement paths within a broad network of schools and programs, not just a single school - Pay with performance recognition: Annual merit-based increases designed to reward your performance, separate from market adjustments - Plan for your future: 401(k) with a 4% company match and immediate vesting, no waiting period - Comprehensive health and wellness support: Medical, dental, and vision insurance, plus wellness perks like gym discounts, mindfulness apps, and prescription savings. - Support when you need it most: Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Additional financial protection: Company-paid life insurance, disability coverage, and Health Savings Account (HSA) contributions 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special education, IEP development, Student support. Provide learning activities. Provide learning experiences", "createdAt" : "2026-06-14T03:56:04.354", "lastUpdated" : "2026-06-15T09:23:30.000", "ingestTimestamp" : "2026-06-14T03:56:04.354", "mongoId" : "6a2c688074d8ee00a0903a30", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education", "Curriculum adaptation", "Direct instruction", "IEP development", "Student support", "Goal implementation", "Instructional strategies", "Lesson planning", "Behavioral strategies", "Intervention implementation", "Individualized Education Plans", "Student learning needs" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca09a74d8ee00a09a2b62", "title" : "Special Education Teacher", "company" : "New Story Schools", "industry" : "New Story Schools (Pennsylvania)", "salary" : { "min" : 60000.0, "max" : 70000.0, "currency" : "USD", "frequency" : "Yearly" }, "location" : "Dillsburg, PA", "locations" : [ "Dillsburg, PA" ], "certifications" : [ "Pennsylvania Special Education teaching certification" ], "timestamp" : "2026-06-15T03:26:44.159", "fingerprint" : "f1eca409224f2280a2f353cd0bcb77351b70dd702b4b6f0fa9d610d304c0192a", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/c6022afb-a677-41f6-a57e-6b0b82ed0a9e/application", "externalId" : "c6022afb-a677-41f6-a57e-6b0b82ed0a9e", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Dillsburg", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.1109413,-77.0358059" } ], "locationText" : "Dillsburg, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Behavior management", "Differentiated instruction" ], "hardSkillsList" : [ "Child development" ], "softSkillsList" : [ "Leadership" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" } ], "majorSkills" : "Special Education, IEP development, Lesson planning", "majorSkillsList" : [ "Special Education", "IEP development", "Lesson planning" ], "coreResponsibilities" : "Design individualized instruction, Deliver individualized instruction, Create structured classroom, Create engaging classroom, Manage classroom behavior, Ensure safe learning environment, Track student progress, Prepare documentation, Prepare reports, Lead classroom staff, Support classroom staff", "teamCollaboration" : "Multidisciplinary team", "domainKnowledge" : "Autism; Emotional challenges; Behavioral challenges; Developmental challenges", "domainList" : [ "autism", "emotional-challenges", "behavioral-challenges", "developmental-challenges" ], "domainSpecificKnowledge" : [ "Autism", "Emotional challenges", "Behavioral challenges", "Developmental challenges" ], "communicationSkills" : "Communication skills", "documentationSkills" : "Documentation", "continuousLearning" : "Tuition reimbursement; Career development programs; Leadership training", "outcomesObjectives" : "Meaningful progress; Social-emotional growth; Meaningful adult lives", "qualificationsBasic" : "Bachelor's degree, Pennsylvania Special Education teaching certification, Minimum three months experience working with students with disabilities", "workSiteFlexibility" : "Onsite", "rawDescription" : "At New Story Schools, we serve students ages 5–21 with autism and emotional, behavioral, and developmental challenges. Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special Education, IEP development, Lesson planning. Design individualized instruction. Deliver individualized instruction", "createdAt" : "2026-06-13T23:12:08.042", "lastUpdated" : "2026-06-15T03:26:44.159", "ingestTimestamp" : "2026-06-13T23:12:08.042", "mongoId" : "6a2ca09a74d8ee00a09a2b62", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 70000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Child development", "Leadership", "Special Education", "IEP development", "Lesson planning", "Behavior management", "Differentiated instruction", "Autism", "Emotional challenges", "Behavioral challenges", "Developmental challenges", "Pennsylvania Special Education teaching certification" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2cc1b674d8ee00a0a048d3", "title" : "Special Education Paraprofessional", "company" : "Rebecca School", "industry" : "Rebecca School", "salary" : { "min" : 35000.0, "max" : 39000.0, "currency" : "USD", "frequency" : "Yearly" }, "location" : "Mount Vernon, NY", "locations" : [ "Mount Vernon, NY" ], "timestamp" : "2026-06-15T03:46:32.987", "fingerprint" : "4015fc2f455ee2cac75d15d138b0fe76945a87cfebe4baa178154923aa725578", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/rebecca-school/37f691d8-f404-4fbf-9cd2-ca8b786d6aef/application", "externalId" : "37f691d8-f404-4fbf-9cd2-ca8b786d6aef", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Mount Vernon", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.9125085,-73.8386504" } ], "locationText" : "Mount Vernon, New York, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "High school diploma", "professionalSkills" : [ "Skill development" ], "hardSkillsList" : [ "Data collection" ], "hardSkills" : [ { "name" : "Data collection", "level" : "intermediate" } ], "majorSkills" : "Developmental delays, Social-emotional needs", "majorSkillsList" : [ "Developmental delays", "Social-emotional needs" ], "coreResponsibilities" : "Reinforce lessons, Reinforce skill development, Support students in self-regulation, Support students in communication, Support students in classroom participation, Assist with data collection, Assist with documentation, Provide support during transitions, Provide support during meals, Provide support during daily activities", "teamCollaboration" : "Collaborate with teachers; Collaborate with therapists", "domainKnowledge" : "DIRFloortime® model; Neurodevelopmental delays", "domainList" : [ "dirfloortime-model", "neurodevelopmental-delays" ], "domainSpecificKnowledge" : [ "DIRFloortime® model", "Neurodevelopmental delays" ], "documentationSkills" : "Documentation of student progress", "continuousLearning" : "Career development programs; Leadership training; Tuition reimbursement", "outcomesObjectives" : "Help students connect; Help students thrive; Help students reach goals", "qualificationsBasic" : "Experience supporting children, Ability to remain calm", "qualificationsPreferred" : "College coursework in education, College coursework in human services", "workSiteFlexibility" : "Onsite", "rawDescription" : "At Rebecca School, we support students ages 3–21 with neurodevelopmental delays through the DIRFloortime® model. Guided by values of respect, relationships, and emotional growth, we help students connect and thrive. Join us and make a lasting difference in their lives. As a Special Education Paraprofessional at Rebecca School, you will provide individualized support to students with developmental and social-emotional needs. You’ll play a vital role in helping students reach their goals by assisting with instruction, communication, and daily routines. What You’ll Need - High school diploma or equivalent; college coursework in education or human services preferred - Experience supporting children with autism or developmental disabilities - Strong communication and collaboration skills - Ability to remain calm and supportive during challenging behaviors - Commitment to relationship-based, developmental learning What You’ll Do - Work one-on-one or in small groups to reinforce lessons and skill development - Support students in self-regulation, communication, and classroom participation - Assist with data collection and documentation of student progress - Provide support during transitions, meals, and daily activities - Collaborate with teachers and therapists to ensure consistent 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 Rebecca School 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" : "Special Education Paraprofessional at Rebecca School. Skills: Developmental delays, Social-emotional needs. Reinforce lessons. 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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 a Special Education Paraprofessional at New Story Schools, you’ll support students with developmental and learning differences in building confidence, independence, and essential life skills. You’ll assist teachers in the classroom, help students stay engaged in their learning, and provide guidance that fosters both academic and social growth. What You'll Need - High school diploma or equivalent - Passion for supporting students with learning, emotional, or behavioral differences - Ability to remain calm, patient, and encouraging in all situations - Strong communication and collaboration skills - Basic computer proficiency with tools like Word, Excel, or Google Docs What You'll Do - Support students with academics, social interactions, and daily living skills - Assist teachers in implementing lesson plans and classroom activities - Observe, document, and report student progress and behavior - Reinforce individualized education and behavior support plans - Use positive behavior strategies and de-escalation techniques to maintain a safe, supportive classroom 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. 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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 a Special Education Teacher at New Story Schools, you will provide students with appropriate learning activities and experiences designed to help them reach their full potential academically, socially, and emotionally. You will create and adapt curriculum, prepare lessons and materials to meet student ability levels, and deliver direct instruction and support across a variety of classroom settings. What You’ll Need - Bachelor’s degree in education or a related field - Knowledge of Individualized Education Plans (IEPs) and goal implementation - Ability to adapt curriculum and instruction for diverse learning needs - Strong communication, organization, and classroom management skills - Flexible, positive, and collaborative approach to working with students and staff What You’ll Do - Plan and use instructional strategies, materials, and activities that meet student needs and learning styles - Develop and implement lesson plans aligned with curriculum standards and IEP requirements - Collaborate with students, parents, and staff to develop, monitor, and implement IEPs - Implement behavioral strategies and support students using approved interventions - Provide direction and support to classroom assistants and paraprofessional staff Why You’ll Love Working Here - More paid time than many employers: Paid holidays, snow days, and summer breaks (for select roles), meaning weeks of additional paid time many organizations don’t offer - Invest in your education and career growth: Up to $5,250/year in tuition reimbursement, plus upfront support for BCBA, RBT, BCABA, and Special Education credentials, including free BCBA supervision and university partner discounts - Real career pathways, not just a job: Leadership Development Program (LDP Accelerate) and a strong internal promotion culture, with opportunities to grow into leadership roles across our schools and programs - Opportunities across 16 Ohio locations: Explore different roles, settings, and advancement paths within a broad network of schools and programs, not just a single school - Pay with performance recognition: Annual merit-based increases designed to reward your performance, separate from market adjustments - Plan for your future: 401(k) with a 4% company match and immediate vesting, no waiting period - Comprehensive health and wellness support: Medical, dental, and vision insurance, plus wellness perks like gym discounts, mindfulness apps, and prescription savings. - Support when you need it most: Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Additional financial protection: Company-paid life insurance, disability coverage, and Health Savings Account (HSA) contributions New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. 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OAKLAND ELEMENTARY SCHOOL (145)
4455 WATERSIDE ESTATES DRIVE
RICHMOND, 77469

" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T02:47:57.732", "fingerprint" : "20bc78cf1783abc18f4e97b831dde3bec7054a165767b57b1f317f422dfce785", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=178548", "externalId" : "178548", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Virginia", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.5385087,-77.4342800" } ], "locationText" : "Richmond, Virginia, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation" ], "hardSkillsList" : [ "Lesson planning", "Behavior management", "Data analysis", "Record keeping", "Adaptive equipment use", "Assistive technology use", "Personal care", "Progress reporting", "IEP development", "PLAAFP development", "Goal setting", "ARD meeting participation", "FIE participation", "SHARS documentation" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Progress reporting", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Goal setting", "level" : "intermediate" }, { "name" : "ARD meeting participation", "level" : "intermediate" }, { "name" : "FIE participation", "level" : "intermediate" }, { "name" : "SHARS documentation", "level" : "intermediate" } ], "majorSkills" : "Special education instruction, Behavioral strategies, IEP development, Student assessment", "majorSkillsList" : [ "Special education instruction", "Behavioral strategies", "IEP development", "Student assessment" ], "coreResponsibilities" : "Provide instruction to students with varying disabilities, Develop skills and knowledge for grade-level curriculum access, Use accommodations and/or modifications, Prepare lesson plans, Organize sequential and meaningful instructional materials, Gear instruction to student's assessed needs, Align instruction with IEP goals and objectives, Execute behavioral strategies as indicated in ARD documents, Intervene using behavior intervention strategies, Utilize data collection tools, Document ongoing student program, Maintain accurate records, Monitor and adjust instructional plans, Monitor and adjust behavioral plans, Monitor and adjust social emotional educational plans, Use appropriate adaptive equipment, Use assistive technology, Fully implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations of materials, Implement modifications of materials, Implement accommodations of curriculum, Implement modifications of curriculum, Provide for basic needs of students, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Maintain updated knowledge of prerequisite skills, Maintain confidentiality with regards to students, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school community personnel, Develop an individual education program (IEP), Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals/Objectives, Arrange and prepare draft ARD documents, Participate in Full Individual Evaluation (FIE), Provide progress reports to parents, Participate in required ARD meetings, Follow district guidelines for serving students with disabilities, Follow state guidelines for serving students with disabilities, Follow federal guidelines for serving students with disabilities, Conduct tasks related to SHARS Program, Maintain tasks related to SHARS Program, Document provision of services, Participate in professional development activities, Provide support to paraprofessionals, Provide direction to paraprofessionals", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Students with disabilities; Special education; IEP goals; Behavioral intervention plans; ARD documents; Full Individual Evaluation", "domainList" : [ "students-with-disabilities", "special-education", "iep-goals", "behavioral-intervention-plans", "ard-documents", "full-individual-evaluation" ], "domainSpecificKnowledge" : [ "Students with disabilities", "Special education", "IEP goals", "Behavioral intervention plans", "ARD documents", "Full Individual Evaluation" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral skills; Written skills", "documentationSkills" : "Data collection; Record keeping; Progress reports; ARD documents; SHARS documentation", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Lifting/carrying less than 40 pounds, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Use hands to finger, Use hands to handle, Use hands to feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control under stress, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Special Education Certification EC-12, Demonstrate competency through Texas Content Competency Worksheet, Received statement of eligibility, Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI) required to obtain once hired, Ability to plan and implement lessons, Ability to establish skills, both oral and written, Demonstrated knowledge of appropriate technology equipment and software programs, Proven ability to apply knowledge of current research and theory", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI) preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs 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 Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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 Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education ABC at Oakland Elementary. Skills: Special education instruction, Behavioral strategies, IEP development, Student assessment. Provide instruction to students with varying disabilities. Develop skills and knowledge for grade-level curriculum access", "createdAt" : "2026-06-14T18:48:35.902", "lastUpdated" : "2026-06-16T02:47:57.732", "ingestTimestamp" : "2026-06-14T18:48:35.902", "mongoId" : "6960822e0937eae70e9c7f4c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Behavior management", "Data analysis", "Record keeping", "Adaptive equipment use", "Assistive technology use", "Personal care", "Progress reporting", "IEP development", "PLAAFP development", "Goal setting", "ARD meeting participation", "FIE participation", "SHARS documentation", "Special education instruction", "Behavioral strategies", "Student assessment", "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation", "Students with disabilities", "Special education", "IEP goals", "Behavioral intervention plans", "ARD documents", "Full Individual Evaluation", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)", "Adaptive equipment", "Assistive technology" ], "skillCount" : 34, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c7a9b74d8ee00a0945fa0", "title" : "Special Education Teacher", "company" : "Learning Network", "industry" : "Education", "salary" : { "min" : 50000.0, "max" : 65000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Remote", "locations" : [ "Remote" ], "certifications" : [ "Teacher certification" ], "timestamp" : "2026-06-15T07:30:36.272", "fingerprint" : "84a8dd28bc149c330ff0f967c8ca981c5aa68ce4f935b7dc29e0795929579bc9", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/learningnetwork/jobs/4203132009", "externalId" : "4203132009", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "remote" } ], "locationText" : "", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "IEP creation", "Service delivery", "Instructional adaptation" ], "hardSkillsList" : [ "Special Education practices", "Student progress monitoring", "Record keeping", "Caseload management", "Grading", "Feedback delivery" ], "hardSkills" : [ { "name" : "Special Education practices", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Caseload management", "level" : "intermediate" }, { "name" : "Grading", "level" : "intermediate" }, { "name" : "Feedback delivery", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP implementation, Student engagement", "majorSkillsList" : [ "Special Education", "IEP implementation", "Student engagement" ], "coreResponsibilities" : "Serve students, families, colleagues, Monitor student engagement, Monitor academic progress, Foster genuine relationships, Communicate consistently, Prepare IEP meetings, Schedule IEP meetings, Chair IEP meetings, Personalize instruction, Implement student IEPs, Provide grading, Provide feedback, Manage caseload, Keep detailed records, Collaborate with peers, Collaborate with teachers, Collaborate with service providers, Collaborate with leaders, Engage in professional development, Attend meetings, Attend training, Teach within curriculum, Provide individualized support, Adapt materials, Support proctoring, Travel for proctoring, Advance mission", "teamCollaboration" : "Collaborate with peers; Collaborate with teachers; Collaborate with service providers; Collaborate with leaders", "domainKnowledge" : "Special Education practices; IEP creation; IEP implementation; Accommodations; Service delivery", "domainList" : [ "special-education-practices", "iep-creation", "iep-implementation", "accommodations", "service-delivery" ], "domainSpecificKnowledge" : [ "Special Education practices", "IEP creation", "IEP implementation", "Accommodations", "Service delivery" ], "toolProficiency" : [ "Mac OS", "Google Workspace", "Learning management systems", "Task tools", "Asana", "E-IEP Pro", "Enrich" ], "communicationSkills" : "Multi-channel communication", "documentationSkills" : "Detailed records", "continuousLearning" : "Professional development; Training", "problemSolvingSkills" : "Troubleshooting; Intervention", "specialRequirements" : "Travel to testing locations, Distraction-free remote workspace, Reliable high-speed internet", "outcomesObjectives" : "Reignite student momentum; Reinforce learning; Build self-efficacy; Equip students; Conquer challenges; Spark deep student understanding; Inspire forward movement; Inspire long-term growth; Amplify student success; Elevate impact", "qualificationsBasic" : "Bachelor's or Master's, Teacher certification, Approved teacher preparation program, Obtain certifications in Arizona, Colorado, Washington, Pass required background checks", "qualificationsPreferred" : "3+ years special education experience, 2+ years online teaching experience, Proficiency in IEP software", "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 and accommodations that reignite momentum. Coordinate with teachers to implement required accommodations and 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 towards IEP goals; 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. Prepare for, schedule, and chair IEP meetings, contributing meaningful insight into student progress and needs. Personalize instruction implementing student IEPs with accuracy and consistency, ensuring all services and supports are delivered as written with the clarity and encouragement that sparks deep student understanding and success. Provide prompt, high-quality grading and feedback that inspires forward movement and long-term growth. Demonstrate flexibility and organization in managing a caseload that may shift throughout the school year due to rolling enrollment and changing student needs. Keep meticulously detailed, organized records to ensure nothing falls through the cracks and all state and federal Special Education requirements, timelines, and documentation standards are maintained. Collaborate enthusiastically with peers, general education teachers, service providers, and leaders to build alignment, continuity of support and to ultimately amplify student success. Engage fully in professional development, meetings, and training to continuously elevate your impact on the success of special education students. Teach faithfully within the assigned curriculum, providing individualized support through live instruction, feedback, targeted intervention, and specialized adaptation of materials for diverse learners. 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 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 the life of a special education student—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—providing access to personalized learning and instruction to exceptional and underserved students anywhere. 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. Deep understanding of Special Education practices, including IEP creation, implementation, accommodations, and service delivery. 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 Special Education (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 of special education experience (preferred) 2+ years online teaching experience (preferred) Proficiency in using software programs for IEP documentation, including e-IEP Pro, Enrich, or similar platforms (preferred) Ability to pass required background checks (required) Base Pay Range $50,000—$65,000 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" : "Special Education Teacher at Learning Network. Skills: Special Education, IEP implementation, Student engagement. Serve students, families, colleagues. Monitor student engagement", "postedDate" : "2026-06-13T21:03:20.176", "createdAt" : "2026-06-13T21:03:20.176", "lastUpdated" : "2026-06-15T07:30:36.272", "ingestTimestamp" : "2026-06-13T21:03:20.176", "mongoId" : "6a2c7a9b74d8ee00a0945fa0", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 50000, "salaryAnnualMax" : 65000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special Education practices", "Student progress monitoring", "Record keeping", "Caseload management", "Grading", "Feedback delivery", "Special Education", "IEP implementation", "Student engagement", "IEP creation", "Service delivery", "Instructional adaptation", "Accommodations", "Teacher certification", "Mac OS", "Google Workspace", "Learning management systems", "Task tools", "Asana", "E-IEP Pro", "Enrich" ], "skillCount" : 21, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f16", "title" : "Aide Special Education (Behavior Support Services)", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 52000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Aide Special Education in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "
OYSTER CREEK ELEMENTARY SCHOOL (138)
16425 MELLOW OAK LANE
SUGAR LAND, 77498

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T08:35:47.376", "fingerprint" : "900036288949f1d48f29628b8e0fcd1bed9dd4b80acb1bcc424f19155ea42b8f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184007", "externalId" : "184007", "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" : [ "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis" ], "hardSkillsList" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training" ], "hardSkills" : [ { "name" : "Positive Behavior Support", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Crisis intervention training", "level" : "intermediate" } ], "majorSkills" : "Behavior Support, IEP Implementation, Student Support", "majorSkillsList" : [ "Behavior Support", "IEP Implementation", "Student Support" ], "coreResponsibilities" : "Provide support services, Assist teacher and staff, Implement/document students' IEP, Maintain safe environment, Provide consistent expectations, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement academic/functional lessons, Execute behavioral strategies, Collect and analyze data, Monitor progress towards IEP goals, Assist students with personal care, Implement lesson plans, Participate in implementing IEPs, Collaborate with general education teachers, Prepare behavioral/instructional materials, Conduct daily social skills training, Monitor student behaviors, Record service implementation, Conduct instructional activities", "teamCollaboration" : "Collaborate with student personnel; Collaborate with school personnel; Collaborate with classroom teacher; Collaborate with general education teachers", "domainKnowledge" : "Emotional and behavioral disabilities; Special education; ARD documentation; IEP goals; Behavior intervention plans", "domainList" : [ "emotional-and-behavioral-disabilities", "special-education", "ard-documentation", "iep-goals", "behavior-intervention-plans" ], "domainSpecificKnowledge" : [ "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Behavior intervention plans" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Crisis intervention", "specialRequirements" : "Work outside 25 percent, Exposure to inclement weather, Exposure to bodily fluids, Physically restrain students, Lift up to adult size student, Respond to risk behavior, Maintain emotional control, Rationally detach during interruptions", "outcomesObjectives" : "Monitor progress towards IEP goals", "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 BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development 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 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 will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. 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 (Behavior Support Services). Skills: Behavior Support, IEP Implementation, Student Support. Provide support services. Assist teacher and staff", "createdAt" : "2026-06-14T05:52:39.531", "lastUpdated" : "2026-06-15T08:35:47.376", "ingestTimestamp" : "2026-06-14T05:52:39.531", "mongoId" : "6960822e0937eae70e9c7f16", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 52000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training", "Behavior Support", "IEP Implementation", "Student Support", "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis", "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 19, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a5a5", "title" : "Aide Special Education", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry level Special Education Aide in Texas, USA, adjusted for the education industry and typical full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-15T09:40:36.697", "fingerprint" : "5d2048bf75b90fd1a5be841e26d1e18034a1a383bc21fb41efc6073bc4920a43", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186658", "externalId" : "186658", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Instructional material preparation" ], "hardSkillsList" : [ "IEP documentation", "Behavior data collection" ], "hardSkills" : [ { "name" : "IEP documentation", "level" : "intermediate" }, { "name" : "Behavior data collection", "level" : "intermediate" } ], "majorSkills" : "Special Education Support, Behavior Intervention, Academic Support", "majorSkillsList" : [ "Special Education Support", "Behavior Intervention", "Academic Support" ], "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, Supervise students, Execute behavioral strategies, Intervene using behavior intervention strategies, Implement academic/functional lessons, Assist students with personal care, Record implementation of services, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaboration with teacher", "domainKnowledge" : "Special Education; Individualized Education Plan; Academics; Behavior; Communication; Least restrictive environment; Behavior intervention strategies; Applied Behavior Analysis", "domainList" : [ "special-education", "individualized-education-plan", "academics", "behavior", "communication", "least-restrictive-environment", "behavior-intervention-strategies", "applied-behavior-analysis" ], "domainSpecificKnowledge" : [ "Special Education", "Individualized Education Plan", "Academics", "Behavior", "Communication", "Least restrictive environment", "Behavior intervention strategies", "Applied Behavior Analysis" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record implementation of services; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student aggression, Intervene with self-injurious behavior, Intervene with disruptive behavior, Intervene with self-stimulatory behavior, Potential exposure to bodily fluids, Frequent childhood illnesses, May work prolonged hours, May work irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification, Applied Behavior Analysis (ABA) training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education ABC (Academics, Behavior, Communication) 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). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others. 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 more than 50% of the work day 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) Applied Behavior Analysis (ABA) training preferred or required to obtain once hired 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 Work is performed in the classroom, community setting, offices, work stations, and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are 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", "summaryDescription" : "Aide Special Education. Skills: Special Education Support, Behavior Intervention, Academic Support. Provide direct support to students. Access curriculum in least restrictive environment", "createdAt" : "2026-06-14T04:44:42.940", "lastUpdated" : "2026-06-15T09:40:36.697", "ingestTimestamp" : "2026-06-14T04:44:42.940", "mongoId" : "69ce5e5f9bc74574cb67a5a5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP documentation", "Behavior data collection", "Special Education Support", "Behavior Intervention", "Academic Support", "Behavioral strategies implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Instructional material preparation", "Special Education", "Individualized Education Plan", "Academics", "Behavior", "Communication", "Least restrictive environment", "Behavior intervention strategies", "Applied Behavior Analysis", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training", "Microsoft Office" ], "skillCount" : 22, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca09a74d8ee00a09a2b60", "title" : "Floating Special Education Paraprofessional", "company" : "New Story Schools", "industry" : "New Story Schools (Pennsylvania)", "salary" : { "min" : 19.0, "max" : 20.0, "currency" : "USD", "frequency" : "Yearly" }, "location" : "Gettysburg, PA", "locations" : [ "Gettysburg, PA" ], "timestamp" : "2026-06-16T02:35:50.861", "fingerprint" : "68b8ff8f4e083c6c75c702ec4e270087ef0efefd09d1985e4b296c42ce009568", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/87ffbbe6-4579-4e3d-b569-2c72fe85ef2f/application", "externalId" : "87ffbbe6-4579-4e3d-b569-2c72fe85ef2f", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Gettysburg", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.8308973,-77.2310120" } ], "locationText" : "Gettysburg, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "High School", "experienceMinYears" : 0, "rawDescription" : "At New Story Schools, we serve students ages 5–21 with autism and emotional, behavioral, and developmental challenges. Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Floating Paraprofessional at New Story Schools In-District Services (IDS), you will work alongside teachers and school teams to support students' academic, behavioral, and daily living goals across multiple school districts. In this flexible, high-impact role, you will provide coverage and direct student support where needed, helping ensure continuity of services and a positive learning experience for students. You'll play a vital role in helping each student succeed through patience, consistency, and encouragement. What You'll Need - High school diploma or equivalent - At least three months of experience supporting individuals with learning or behavioral disabilities - Knowledge of behavior management and classroom support strategies - Strong communication and teamwork skills - Ability to stay calm and consistent during challenging situations - Ability and willingness to travel between assigned school districts and school locations as needed - Flexibility to adapt to different classroom environments, student needs, and educational teams What You'll Do - Provide paraprofessional support across multiple school districts and classroom settings based on staffing and student needs - Support students with academic, behavioral, and self-care goals - Implement IEPs and Positive Behavior Support Plans under teacher guidance - Assist students with transitions, classroom activities, and personal care as needed - Collect and record behavioral and progress data - Collaborate with teachers, therapists, and school staff to ensure consistent student support - Maintain a safe, structured, and supportive learning environment - Serve as a reliable resource for schools requiring temporary or supplemental 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 - Opportunity to gain experience across multiple school environments and broaden your professional skill set while making a meaningful impact on students' lives 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Floating Special Education Paraprofessional at New Story Schools", "createdAt" : "2026-06-14T19:28:45.003", "lastUpdated" : "2026-06-16T02:35:50.861", "ingestTimestamp" : "2026-06-14T19:28:45.003", "mongoId" : "6a2ca09a74d8ee00a09a2b60", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMax" : 20, "salaryBand" : "<30k", "hasSalary" : false, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c61c774d8ee00a08f54a8", "title" : "Elementary Special Education Teacher", "company" : "KIPP St. Louis", "industry" : "Education Management", "salary" : { "min" : 75000.0, "max" : 105000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Elementary Special Education Teacher in St. Louis, MO, adjusted for Lead seniority and the Education industry." }, "location" : "St. Louis, MO, United States", "locations" : [ "St. Louis", "MO", "United States" ], "certifications" : [ "Missouri Special Education certification" ], "timestamp" : "2026-06-15T02:17:18.917", "fingerprint" : "7637b8e101f509923daba7d3157da22ad18f58bae80d0c975e0ee96b7b47d827", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/KIPP/744000131528445-elementary-special-education-teacher-", "externalId" : "744000131528445", "industryFunction" : { }, "structuredLocations" : [ { "city" : "St. Louis", "state" : "Missouri", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.6254063,-90.1900090" } ], "locationText" : "St. Louis, Missouri, United States", "employmentType" : "FULL_TIME", "experienceMinYears" : 2, "experienceMaxYears" : 5, "experienceLevel" : "mid", "professionalSkills" : [ "Special education compliance", "IEP development", "Instructional planning", "Data analysis" ], "hardSkillsList" : [ "Progress monitoring", "Instructional design", "IEP implementation" ], "hardSkills" : [ { "name" : "Progress monitoring", "level" : "intermediate" }, { "name" : "Instructional design", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP Management, Student Instruction", "majorSkillsList" : [ "Special Education", "IEP Management", "Student Instruction" ], "coreResponsibilities" : "Prepare for IEP meetings, Facilitate IEP meetings, Develop Individualized Education Programs, Implement Individualized Education Programs, Monitor Individualized Education Programs, Maintain special education records, Maintain documentation, Maintain progress monitoring data, Adapt instruction, Deliver instruction, Collaborate with teachers, Collaborate with service providers, Collaborate with families, Utilize assessment data, Utilize student performance data, Inform instructional decisions, Inform intervention planning, Provide feedback to students, Support students", "teamCollaboration" : "Gen Ed teachers; Related service providers; Paraprofessionals; Families; Service providers", "domainKnowledge" : "IDEA requirements; DESE regulations; Special education; Differentiated instruction; Scaffolded instruction; Formative data; Summative data", "domainList" : [ "idea-requirements", "dese-regulations", "special-education", "differentiated-instruction", "scaffolded-instruction", "formative-data", "summative-data" ], "domainSpecificKnowledge" : [ "IDEA requirements", "DESE regulations", "Special education", "Differentiated instruction", "Scaffolded instruction", "Formative data", "Summative data" ], "documentationSkills" : "Special education records; Progress monitoring data", "continuousLearning" : "Weekly coaching sessions; Weekly school-based professional development; In-person PD days", "outcomesObjectives" : "Special Education Compliance; IEP Management; Time Management; Organization; Student Growth; Instructional Impact; Exceptional IEP Execution; Compliance Precision; Accelerated Student Growth; Effective Instruction; Effective Systems", "qualificationsBasic" : "Bachelor's Degree, Valid Missouri Special Education certification, Eligibility to obtain Missouri Special Education certification", "qualificationsPreferred" : "Masters Degree in Special Education, Prior experience as a Special Education teacher, Knowledge of how to write IEP’s, Knowledge of how to hold IEP meetings, Early Childhood Special Education certification, Mild/Moderate Cross Categorical K–12 certification, Other Missouri Special Education certifications", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Position Overview: Working as a Lead Elementary Teacher at KIPP St. Louis, you are motivated in meeting needs and nurturing the strengths of young minds. In addition to engaging in a positive learning classroom environment, you have the experience of leading your classrooms to engage students in sparking their curiosity. You know that the first steps of a student's learning set the tone for the rest of their lives and you’re there to support them every day. Who we are: KIPP St. Louis is a part of a national network of free, open-enrollment, public charter schools offering a choice to families and children in St. Louis city. As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students and at full growth, we will educate nearly 3,600 students and hundreds of alumni. Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. Position Overview KIPP St. Louis is seeking dedicated and student-centered Special Education Teachers to support students with diverse learning needs across our elementary and secondary schools. Opportunities may include Resource and Self-Contained classrooms. Special Education Teachers are responsible for delivering individualized instruction, managing special education compliance requirements, collaborating with families and staff, and ensuring all students receive the support necessary to achieve academic success. The ideal candidate believes all students can learn at high levels and is committed to providing equitable educational opportunities for every child. Position type: Full time, exempt, 10 Month Reporting & Collaboration * Direct Manager: School Leader * Key Collaborators: Gen Ed teachers, related service providers, and paraprofessionals Autonomy & Decision Making * Consistently makes sound, legally compliant decisions around IEP development, updates, accommodations, and service delivery without requiring close oversight. * Effectively prioritizes daily responsibilities across teaching, progress monitoring, communication, and meetings based on student urgency and impact. Inputs: What will I be doing in my day to day work? * Prepare for and facilitate IEP meetings * Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with DESE and federal regulations * Maintain accurate and timely special education records, documentation, and progress monitoring data * Adapt and deliver rigorous, standards-aligned instruction based on students' individual needs * Collaborate with general education teachers, service providers, and families to ensure student success * Utilize assessment and student performance data to inform instructional decisions and intervention planning * Provide students with frequent, actionable feedback and individualized support * Support students in developing academic, behavioral, and social-emotional skills Outcomes: What will I be evaluated on? * Special Education Compliance & IEP Management * Time Management & Organization * Student Growth & Instructional Impact What skills should I already bring, i.e., what should I already have a track record around? * Experience managing IEPs, maintaining accurate documentation, and meeting compliance deadlines while collaborating effectively with families and service providers. * A demonstrated ability to adapt lessons, interventions, and accommodations to meet the diverse academic, behavioral, and social-emotional needs of students. * Strong systems for balancing multiple priorities, including instruction, progress monitoring, meetings, documentation, and communication, while consistently meeting deadlines. * A track record of using assessment and progress-monitoring data to make instructional decisions that lead to measurable student growth and achievement. What should I know a lot about already, i.e., what should I have expertise in? * Deep understanding of IDEA requirements, DESE regulations, and how to write and implement legally compliant, high-quality IEPs. * Expertise in designing and delivering differentiated, scaffolded instruction aligned to grade-level standards across self-contained and/or resource settings. * Strong knowledge of how to use formative and summative data to track student progress, adjust instruction, and ensure measurable growth toward IEP goals. KIPP uses Indicators of Excellence (IOE) to codify what great looks like in daily work. For this role, the IOEs include: * Exceptional IEP Execution & Compliance Precision * Accelerated Student Growth Through Effective Instruction & Systems ## Qualifications What you bring to the table: Required * Bachelor's Degree (Required) * Valid Missouri Special Education certification OR eligibility to obtain Missouri Special Education certification * Early Childhood Special Education (Birth–Grade 3), Mild/Moderate Cross Categorical K–12, or other Missouri Special Education certifications preferred based on assignment needs * Candidates pursuing certification through an approved alternative certification program, Temporary Authorization Certificate (TAC), provisional pathway, or reciprocal state certification are encouraged to apply Preferred * Masters Degree in Special Education * Prior experience as a Special Education teacher * Knowledge of how to write IEP’s and hold IEP meetings There is a sign-on bonus of 3k for appropriately certified Special Education Teachers!! ## Additional Information What we bring to the table: We are a fast paced, energetic team and family with passionate people who are leading a movement and to cultivate the their best working environment we provide the following: * $0 deductible healthcare plan option, including medical, vision and dental. * Employer Paid Short Term Disability * $50,000 life insurance policy at no cost to the employee * Retirement plan through PSRSSL with a 14.5% match and an optional 403b as a supplement to our pension program * Employee Recognition: When we succeed together, we celebrate together with our annual gala award ceremony, christmas party, and more! * Public Service student loan forgiveness program qualified employer * Longevity Bonuses: 2, 5, and 10 year financial rewards * Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days and Fabulous Fridays (leave at 1:30 on Friday once a month) * On-going professional development opportunities: * Weekly coaching sessions * Weekly school-based professional development * Five in-person PD days during the year for all KIPP St. Louis teachers If you are interested in working at KIPP St. Louis, please visit our website to find out how to apply! [www.kippstl.org/apply](http://www.kippstl.org/apply) Check out our[KIPP St. Louis video](https://www.kippstl.org/apps/pages/index.jsp?uRECID=363016&type=d&termRECID=&pREC_ID=682252) to learn more about KIPP St. Louis Public Schools! KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.", "summaryDescription" : "Elementary Special Education Teacher at KIPP St. Louis. Skills: Special Education, IEP Management, Student Instruction. Prepare for IEP meetings. Facilitate IEP meetings", "postedDate" : "2026-06-10T19:51:05.000", "createdAt" : "2026-06-13T12:13:45.366", "lastUpdated" : "2026-06-15T02:17:18.917", "ingestTimestamp" : "2026-06-13T12:13:45.366", "mongoId" : "6a2c61c774d8ee00a08f54a8", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 75000, "salaryAnnualMax" : 105000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Progress monitoring", "Instructional design", "IEP implementation", "Special Education", "IEP Management", "Student Instruction", "Special education compliance", "IEP development", "Instructional planning", "Data analysis", "IDEA requirements", "DESE regulations", "Special education", "Differentiated instruction", "Scaffolded instruction", "Formative data", "Summative data", "Missouri Special Education certification" ], "skillCount" : 18, "jobCategory" : "other", "jobSubcategory" : "Teacher", "dataQualityScore" : 1.0, "daysOld" : 4, "hasLocation" : true, "hasGeo" : true }, { "id" : "69ce5e5f9bc74574cb67a571", "title" : "Aide Special Education", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 55000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Aide Special Education in Texas, USA, with mid-level seniority, adjusted for the education industry and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "timestamp" : "2026-06-15T04:51:43.117", "fingerprint" : "ef08f54eaa78cbd76c37f540b1fc1660281de2a8a0107fda01881135cca2c98b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186672", "externalId" : "186672", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Instructional planning", "Student assessment", "Behavior management" ], "hardSkillsList" : [ "Instructional strategies", "Learning curves", "Learning styles" ], "hardSkills" : [ { "name" : "Instructional strategies", "level" : "intermediate" }, { "name" : "Learning curves", "level" : "intermediate" }, { "name" : "Learning styles", "level" : "intermediate" } ], "majorSkills" : "Special Education, Instructional planning, Student assessment", "majorSkillsList" : [ "Special Education", "Instructional planning", "Student assessment" ], "coreResponsibilities" : "Plan instructional program, Implement instructional program, Provide educational services, Manage student behavior, Assess student achievement, Modify instructional activities, Carry out monitoring activities, Provide athletic services, Assess student abilities, Maintain assessment documentation, Plan learning strategies, Implement learning experiences, Manage learner behavior, Assist in behavior management, Coordinate instructional activities, Coordinate testing activities, Utilize instructional materials, Enhance learning, Work in capacity, Assist resource personnel, Work with resource personnel, Participate in staff development, Participate in staff meetings, Communicate with parents, Communicate with students, Manage learning time, Maximize student achievement, Assign work, Supervise instructional assistants, Supervise volunteers, Ensure classroom environment, Make off-school site visits, Monitor students, Confer with employers, Support school wide activities, Participate in social events, Participate in fund raising, Monitor student behavior, Intervene to control behavior, Modify disruptive behavior, Report disruptive behavior, Collaborate with professionals, Carry out school-wide activities, Perform coaching duties, Adhere to UIL rules, Assist Athletic Department, Communicate with Athletic Department", "teamCollaboration" : "Coordinate with staff; Collaborate with professionals; Work with resource personnel", "domainKnowledge" : "FBISD program of studies; Public school mission; Adolescent growth; UIL rules and regulations", "domainList" : [ "fbisd-program-of-studies", "public-school-mission", "adolescent-growth", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "FBISD program of studies", "Public school mission", "Adolescent growth", "UIL rules and regulations" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Assessment documentation", "continuousLearning" : "Staff development activities", "specialRequirements" : "Travel to various campuses, Work evenings and weekends, Work in noisy environment, Work with disruptive behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "outcomesObjectives" : "Maximize student achievement", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Texas ESL Certification, Valid Bilingual Certification", "qualificationsPreferred" : "Master's degree preferred, CDL Certification preferred, Coaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher will plan and implement an instructional program and provide related educational services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, and modify instructional activities as required as well as carry out a variety of student monitoring and controls activities. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Assess student abilities as related to desired educational goals, objectives and outcomes. Continually assess student achievement and maintain appropriate assessment and evaluation documentation for institutional and individual reporting purposes. Plan appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials Implement an instructional program which provides appropriate learning experiences, considering different learning styles and a range of learning curves Manage the behavior of learners in instructional setting to ensure environment is conducive to the learning process, assist and participate in management of student behavior in other parts of the school, center, school grounds or work site Coordinate instructional related and testing activities with other professional staff, both school and non-school-based, as required, maximizing learning opportunities Utilize a variety of instructional materials and available multi-media and computer technology to enhance learning Work in a self-contained, team, departmental, itinerant capacity, or at field work site, as assigned; request assistance of and work with resource personnel Participate in in-service and staff development activities and staff meetings as required or assigned Ensure continuous communication with parents, both written and oral, to keep them informed of student(s) progress Continually communicate with students on instructional expectations and keep them informed of their progress in meeting those expectations Manage allotted learning time to maximize student achievement May assign work to and supervise instructional assistants, parent and student volunteers Ensure classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are accessible to students and in good condition May, as itinerant, serve at two or more schools on a regular basis. May make off-school site visits to monitor students, confer with employers, or site instructors. Support or participate in school wide student activities and social events and approved fund raising activities As assigned or required, monitor student behavior in non-instructional areas and intervenes to control and modify disruptive behavior, reporting to appropriate administrator as appropriate From time-to-time, collaborate with other professionals (guidance counselors, librarians) to carry out school-wide instructional or related activities If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis 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 or has received statement of eligibility Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire Valid Bilingual Certification for Bilingual teaching assignments Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Demonstrated knowledge of FBISD program of studies related to assignments and public school mission, goals and organization Demonstrated knowledge of content, curriculum, methods, materials and equipment of instructional specialty(ies) to which assigned Demonstrated knowledge of adolescent growth and development or, if applicable, adult learning theory Ability to apply knowledge of current research and theory to instructional programs Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to establish and maintain effective relationships with students, peers and parents Strong oral and written communication skills If teaching a foreign language, proficiency in oral and written communication in that language; if teaching choral music, ability to demonstrate proper techniques (singing) is highly desirable; if teaching instrumental music classes, proficiency in one or more musical instruments; for both choral and instrumental music teachers, excellent hearing and ability to determine pitch and tone variations; if teaching in a vocational trade, including business trades, journey-level proficiency in that trade is with on the job journey, lead, or supervisory experience highly desirable If teaching auto mechanics or driver education, assigned off-site tasks or serving as an itinerant, possession of an appropriate, valid automotive vehicle operator's license is required 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. TEXAS", "summaryDescription" : "Aide Special Education. Skills: Special Education, Instructional planning, Student assessment. Plan instructional program. Implement instructional program", "createdAt" : "2026-06-14T01:38:35.115", "lastUpdated" : "2026-06-15T04:51:43.117", "ingestTimestamp" : "2026-06-14T01:38:35.115", "mongoId" : "69ce5e5f9bc74574cb67a571", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 55000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Instructional strategies", "Learning curves", "Learning styles", "Special Education", "Instructional planning", "Student assessment", "Behavior management", "FBISD program of studies", "Public school mission", "Adolescent growth", "UIL rules and regulations", "Valid Teaching Certification", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "skillCount" : 15, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f3c", "title" : "Special Education Aide (Resource/Inclusion Services)", "industry" : "Education", "salary" : { "min" : 30000.0, "max" : 40000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Special Education Aide in Missouri City, United States, with adjustments for the education industry." }, "location" : "TEXAS-MISSOURI CITY", "locations" : [ "TEXAS-MISSOURI CITY" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T08:07:48.606", "fingerprint" : "a6f0110b57e93670116427e475dff90118a7681c2a84eb8afdc883e4e58fec93", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=182967", "externalId" : "182967", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategy implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Progress documentation", "Instructional material preparation" ], "hardSkillsList" : [ "IEP implementation", "Behavior charting", "Student progress charting", "Data charting" ], "hardSkills" : [ { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior charting", "level" : "intermediate" }, { "name" : "Student progress charting", "level" : "intermediate" }, { "name" : "Data charting", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavior management, Personal care", "majorSkillsList" : [ "Special education support", "Student safety", "Behavior management", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain safe environment, Maintain 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 data, Document student progress, Chart student progress, Work collaboratively with staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher; Collaborate with campus staff", "domainKnowledge" : "Individualized Education Plan; Least restrictive environment; ARD documents; Special needs students; Behavior intervention strategies; Physical restraint strategies; Aggressive behaviors; Self-injurious behaviors; Disruptive behaviors; Self-stimulatory behaviors; Childhood illnesses; Pre-teen illnesses; Teen illnesses", "domainList" : [ "individualized-education-plan", "least-restrictive-environment", "ard-documents", "special-needs-students", "behavior-intervention-strategies", "physical-restraint-strategies", "aggressive-behaviors", "self-injurious-behaviors", "disruptive-behaviors", "self-stimulatory-behaviors", "childhood-illnesses", "pre-teen-illnesses", "teen-illnesses" ], "domainSpecificKnowledge" : [ "Individualized Education Plan", "Least restrictive environment", "ARD documents", "Special needs students", "Behavior intervention strategies", "Physical restraint strategies", "Aggressive behaviors", "Self-injurious behaviors", "Disruptive behaviors", "Self-stimulatory behaviors", "Childhood illnesses", "Pre-teen illnesses", "Teen illnesses" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Data documentation; Progress documentation; Service logs; Accommodation logs; IEP target data; Behavior data", "continuousLearning" : "Professional development attendance", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student behavior, Potential exposure to bodily fluids, Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items < 40 lbs, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Prolonged hours, Irregular hours, Maintain emotional control, Work in classrooms, Work in offices, Work stations, Meeting rooms", "qualificationsBasic" : "48 college hours, Passing Para Professional assessment, Windows Operating System proficiency, Microsoft Office proficiency", "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-MISSOURI CITY", "summaryDescription" : "Special Education Aide (Resource/Inclusion Services). Skills: Special education support, Student safety, Behavior management, Personal care. Provide direct support to students. Implement Individualized Education Plan", "createdAt" : "2026-06-14T01:30:33.006", "lastUpdated" : "2026-06-15T08:07:48.606", "ingestTimestamp" : "2026-06-14T01:30:33.006", "mongoId" : "6960822e0937eae70e9c7f3c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 30000, "salaryAnnualMax" : 40000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavior charting", "Student progress charting", "Data charting", "Special education support", "Student safety", "Behavior management", "Personal care", "Behavioral strategy implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Progress documentation", "Instructional material preparation", "Individualized Education Plan", "Least restrictive environment", "ARD documents", "Special needs students", "Behavior intervention strategies", "Physical restraint strategies", "Aggressive behaviors", "Self-injurious behaviors", "Disruptive behaviors", "Self-stimulatory behaviors", "Childhood illnesses", "Pre-teen illnesses", "Teen illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 30, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f33", "title" : "Special Education Aide (BSS)", "industry" : "Education", "salary" : { "min" : 30000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Missouri City, United States, adjusted for the Education industry." }, "location" : "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "locations" : [ "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "
ALLEN ALDRIDGE JR ELEMENTARY (163)
15817 BLUE RIDGE RD
MISSOURI CITY, 77489

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T01:34:06.292", "fingerprint" : "7b72d13b5ed5a82dfbc5f234b026df783062be24163ded2090fa8c3651c574a4", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183107", "externalId" : "183107", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "hardSkillsList" : [ "Behavior Support Services", "Social skills training" ], "hardSkills" : [ { "name" : "Behavior Support Services", "level" : "intermediate" }, { "name" : "Social skills training", "level" : "intermediate" } ], "majorSkills" : "Behavior Support, IEP implementation, Student support", "majorSkillsList" : [ "Behavior Support", "IEP implementation", "Student support" ], "coreResponsibilities" : "Provide academic support, Provide behavior support, Provide social support, Provide self-care support, Implement academic/functional lessons, Assist students with personal care, Understand and implement lesson plans, Participate in implementing IEPs, Prepare and organize materials, Conduct daily social skills training, Monitor student behaviors, Record service implementation, Maintain communication with staff, Respond to risk behavior", "teamCollaboration" : "Collaborative working relationship; Collaborate with general education teachers", "domainKnowledge" : "Behavioral disabilities; Emotional disabilities; IEP; ARD documentation; Behavior intervention plans", "domainList" : [ "behavioral-disabilities", "emotional-disabilities", "iep", "ard-documentation", "behavior-intervention-plans" ], "domainSpecificKnowledge" : [ "Behavioral disabilities", "Emotional disabilities", "IEP", "ARD documentation", "Behavior intervention plans" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record service implementation", "continuousLearning" : "Professional development", "specialRequirements" : "Physically restraining students, Lift up to adult size student, Work outside 25 percent, Exposure to inclement weather, Exposure to bodily fluids, Maintain emotional control under stress, Respond to risk behavior", "qualificationsBasic" : "48 college hours or 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 BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development 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 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 will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Aide (BSS). Skills: Behavior Support, IEP implementation, Student support. Provide academic support. Provide behavior support", "createdAt" : "2026-06-14T20:47:45.231", "lastUpdated" : "2026-06-16T01:34:06.292", "ingestTimestamp" : "2026-06-14T20:47:45.231", "mongoId" : "6960822e0937eae70e9c7f33", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 30000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Behavior Support Services", "Social skills training", "Behavior Support", "IEP implementation", "Student support", "Behavioral disabilities", "Emotional disabilities", "IEP", "ARD documentation", "Behavior intervention plans", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 13, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ce3b974d8ee00a0a61290", "title" : "Special Education Paraprofessional", "company" : "The Edge Academy/Akros Middle School", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Paraprofessional in Akron, Ohio, adjusted for the education industry." }, "location" : "Akron, OH", "locations" : [ "Akron, OH" ], "timestamp" : "2026-06-15T11:57:16.501", "fingerprint" : "68d282bd8147a7dff6decafb2bcd631f20eb339ca400862aba9043db8047ff62", "source" : "jazzhr", "language" : "en", "externalId" : "avkfkO3RP5", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Akron", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.0830640,-81.5184850" } ], "locationText" : "Akron, Ohio, United States", "workSiteFlexibility" : "Onsite", "summaryDescription" : "Special Education Paraprofessional at The Edge Academy/Akros Middle School", "createdAt" : "2026-06-14T04:19:09.744", "lastUpdated" : "2026-06-15T11:57:16.501", "ingestTimestamp" : "2026-06-14T04:19:09.744", "mongoId" : "6a2ce3b974d8ee00a0a61290", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.44444445, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.85 }, { "id" : "6a3051f5f292fd229cf0992d", "title" : "ICMS LCSW Program Clinician - Special Programs", "company" : "PATH (People Assisting the Homeless)", "salary" : { "min" : 37.0, "max" : 45.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "340 N. Madison Ave., Los Angeles CA 90004", "locations" : [ "340 N. Madison Ave.", "Los Angeles CA 90004" ], "timestamp" : "2026-06-16T07:19:10.127", "fingerprint" : "83ccf3fb3751531c41cca4628e31fa5326e12431600cb00e73ab3c2722e27d86", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://epath.org/careers/job/6030709004?gh_jid=6030709004", "externalId" : "6030709004", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Los Angeles", "state" : "California", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "34.0536909,-118.2427660" } ], "locationText" : "Los Angeles, California, United States", "employmentType" : "FULL_TIME", "remoteFriendly" : false, "rawDescription" : "WHY WORK FOR US? We are mission and values driven and your contributions will make a difference. We make a positive difference in people's lives and help an average of 23 people per week to find a place to live. If you join us, you will be able to advocate for change while also working with influential people who effect changes in policy and devote time to issues of racial and social justice. We prioritize your work/life balance and provide various scheduling options in addition to generous time off, health, and wellness benefits and we're committed to helping you reach your potential by providing opportunities for professional growth across the state. JR 5491 LCSW Clinician Los Angeles, CA 90004 Salary: $37.40 - $45.98 per hour Pay Frequency: 24 Pay Periods Per Year Full Time Non-Exempt Driving Required Lower end of range will apply to candidates who meet minimum experience or have limited years of relevant experience. The higher end of range will apply to seasoned candidates with considerable years of relevant experience. **This position requires active licensure with the BBS** -- PATH is seeking candidates passionate about helping others make a positive change in their lives to join our ICMS Special Programs Team as the LCSW Clinician, working out of our main office on Madison Avenue in Los Angeles. ABOUT PATH Since its foundation in 1984, PATH (People Assisting the Homeless) has pioneered bold and effective approaches to assist people experiencing homelessness. PATH operates services throughout California, connecting our clients to a comprehensive continuum of homelessness prevention, street outreach, employment preparation and placement assistance, individualized case management, supportive services, interim housing, and permanent supportive housing. ABOUT OUR SUPPORTIVE HOUSING SERVICES Our Supportive Housing Services (SHS) programs provide Intensive Case Management Services (ICMS) in a Permanent Supportive Housing (PSH) setting to individuals who have experienced homelessness and have a history of chronic health, mental health, and/or co-occurring conditions. Services are centralized and provided to clients living on-site to ensure ease of access to the resources necessary for long-term housing stabilization, improving their quality of life and community integration. ABOUT THE LICENSED CLINICIAN As part of the ICMS Team, the Clinician provides clinical-level support to interdisciplinary teams, promoting mental wellness for clients through direct client assessment and intervention. This role offers clinical context and insight in team meetings and case conferencing, primarily focusing on crisis intervention, risk assessment, psychosocial rehabilitation, and transitional mental health services while connecting clients to care. Position Responsibilities include: Use clinical training to provide crisis intervention and risk assessment to any program client in need. Provide mental health training and consultation to program staff. Accompany staff on outreach visits and home visits to conduct assessments and provide clinical support. Conduct biopsychosocial assessments as needed per the program's policies and procedures. Connect clients to appropriate levels of mental health and SUD treatment and coordinate care with client's mental health and/or SUD provider. Provide temporary mental health counseling until they can be connected to treatment. Collaborate with the client's assigned case manager/clinical case manager and other team members. Maintains documentation standards as required by the Program and PATH policies, including completing case file notes in a timely manner and maintains a complete, accurate, and current client file with all required documents. WHAT YOU BRING We’re looking for candidates with: Analytical Skills and Attention to Detail: Gather and interpret data, identifying trends, patterns, and insights to inform decision-making. Ability to consistently produce high-quality work, ensuring accuracy and precision in all tasks. Collaboration and Teamwork: Work effectively with others, seeking out and building positive working relationships with colleagues, participants, and stakeholders. Work effectively with others, contributing to team goals and recognizing the strengths and contributions of others. Communication: Convey information clearly and effectively (both verbally and in writing) to individuals and groups in a manner that informs, engages and maintains their attention. Creativity and Initiative: Take action and make decisions without being prompted, demonstrating a proactive approach to work and a willingness to take on additional responsibilities. Think outside the box, generating innovative solutions to problems or challenges. Critical Thinking and Problem Solving: Analyze and evaluate information and situations, identify key issues, consider alternatives, and make logical decisions based on sound reasoning that will achieve the desired outcome. Ethics and Boundaries: Maintain ethical and professional standards, demonstrating honesty, integrity, and a commitment to doing the right thing in all situations while maintaining professional boundaries. MINIMUM QUALIFICATIONS Current and active licensure with the California Board of Behavioral Sciences (e.g., LCSW, LMFT, LPCC). One (1) year of experience as a Clinical Supervisor in a program(s) that serves populations experiencing homelessness and/or populations suffering from comorbidity. MANDATORY REQUIREMENTS Regardless of qualifications, candidates must: Have employment eligibility verification Have or be able and willing to obtain CPR/First Aid training Successfully complete the following as a condition of hire: Tuberculosis Test Background Screening Drug Test DRIVING Driving is an essential function of this position. To meet the employment requirements for this role, all candidates must: Have reliable transportation A valid driver’s license Proof of insurance and ownership for personal vehicles used during work duties The ability to qualify for PATH's insurance coverage EMPLOYMENT ELIGIBILITY Applicants must be authorized to work for any employer in the U. S. We are unable to sponsor or take over sponsorship of an employment Visa. PATH is committed to maintaining the highest standards of professionalism and objectivity in our services and employment practices. To avoid potential conflicts of interest and ensure the integrity of our programs, we are unable to employ individuals who are currently receiving services from PATH or have received services within the past two years. CALIFORNIA-BASED WORK EXPECTATIONS We are a California employer. Therefore, all regular and customary work must be performed within the state. Approval for work outside of the office, does not establish approval for work to be conducted outside of California. PATH does not offer fully remote positions. While some roles may include a schedule that involves multiple designated worksites or approved off-site locations (e.g., hybrid schedules), this does not imply that work will be performed from home. Many positions are fully on-site with no off-site work. All work schedules are determined by the responsibilities of the role and operational requirements, and may be adjusted at any time. WHAT WE OFFER In addition to a rewarding work environment, we offer our employees a competitive benefits package that includes medical, dental and vision coverage, vacation and sick time, paid holidays, and a retirement plan. READY TO MAKE A DIFFERENCE THROUGH ACTION? If this position sounds like a fit, please submit your application today. A resume is required. PATH provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, PATH complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. PATH will consider for employment all qualified Applicants, including those with Criminal Histories, in a manner consistent with the requirements of applicable state and local laws, including the City of Los Angeles’ Fair Chance Initiative for Hiring Ordinance. PATH is dedicated to racial and social justice by centering equity in our service delivery and maintaining a diverse and inclusive work environment for the communities we serve. We seek awareness and insight from witnessing the stories of our clients and learning from the experiences of our staff to ensure impactful systems change. If people are empowered, they can bring their authentic, whole selves to work and when people feel like they belong, they can become part of a unified effort of ending homelessness for all.", "summaryDescription" : "ICMS LCSW Program Clinician - Special Programs at PATH (People Assisting the Homeless)", "postedDate" : "2026-06-15T23:17:18.152", "createdAt" : "2026-06-15T23:17:18.152", "lastUpdated" : "2026-06-16T07:19:10.127", "ingestTimestamp" : "2026-06-15T23:17:18.152", "mongoId" : "6a3051f5f292fd229cf0992d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 76960, "salaryAnnualMax" : 93600, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "operations", "jobSubcategory" : "hr", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a30a315f292fd229c122dbc", "title" : "Director of O&M Services", "company" : "Adapture Renewables", "industry" : "Climate Tech", "salary" : { "min" : 200000.0, "max" : 225000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Oakland, California, United States", "locations" : [ "Oakland", "California", "United States", "United States" ], "timestamp" : "2026-06-16T11:21:01.952", "fingerprint" : "ad778c9a39bd49d1fa81507734a6f2eba3f88ac0a1231b582853e49eafa68315", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/adapturerenewables/jobs/5258291008", "externalId" : "5258291008", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Oakland", "state" : "California", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "hybrid", "geo" : "37.8044557,-122.2713560" } ], "locationText" : "Oakland, California, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "experienceMinYears" : 5, "experienceLevel" : "Director", "technicalSkills" : "SCADA, BMS", "professionalSkills" : [ "Inventory strategy", "Supply-chain readiness", "Budget management", "Performance assessment", "Variance reporting" ], "hardSkillsList" : [ "Fiscal impact analysis", "Cost control" ], "softSkillsList" : [ "Leadership" ], "hardSkills" : [ { "name" : "Fiscal impact analysis", "level" : "intermediate" }, { "name" : "Cost control", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" } ], "majorSkills" : "Operations and Maintenance, Fleet availability, Vendor management", "majorSkillsList" : [ "Operations and Maintenance", "Fleet availability", "Vendor management" ], "coreResponsibilities" : "Ensure issues are identified, prioritized, and tracked, Document fiscal impact of issues, Direct spare-parts inventory strategy, Address inventory deficiencies, Manage escalations with equipment suppliers, Secure warranty support, Resolve recurring equipment issues, Partner cross-functionally with O&M teams, Manage site infrastructure, Establish reporting standards, Prepare technical operating reports, Conduct periodic performance assessments, Report on budget/variance for management", "teamCollaboration" : "Cross-functionally with O&M teams; With equipment suppliers and OEMs", "domainKnowledge" : "Solar O&M; Utility-scale projects; Battery energy storage; PV projects; CAISO; ERCOT; PJM", "domainList" : [ "solar-o-m", "utility-scale-projects", "battery-energy-storage", "pv-projects", "caiso", "ercot", "pjm" ], "domainSpecificKnowledge" : [ "Solar O&M", "Utility-scale projects", "Battery energy storage", "PV projects", "CAISO", "ERCOT", "PJM" ], "toolProficiency" : [ "Department directories", "Business applications" ], "communicationSkills" : "Reporting standards; Performance assessments; Budget reporting", "documentationSkills" : "Documented fiscal impact", "problemSolvingSkills" : "Root cause analysis", "specialRequirements" : "Regular travel to operating sites", "outcomesObjectives" : "Ensure fleet availability; Resolve recurring issues", "qualificationsBasic" : "5 years of experience in solar O&M, Demonstrated people-leadership experience, Proven ownership of operating budgets, Proficient with standard business applications, Ability to take initiative and operate independently", "qualificationsPreferred" : "Utility-scale experience strongly preferred, Bachelor’s degree in engineering or related field preferred", "remoteFriendly" : true, "workSiteFlexibility" : "Hybrid", "rawDescription" : "Opportunity Adapture Renewables, Inc. is on a mission to be a leader in this new era of sustainable energy. Drawing upon an extensive knowledge base, we develop, finance, engineer, build, own, and operate high quality utility-scale photovoltaic projects and battery energy storage projects. Our Operations and Maintenance (O ensure issues are correctly identified, prioritized, and tracked to resolution with documented fiscal impact. Direct spare-parts inventory strategy and supply-chain readiness across the fleet, addressing deficiencies before they affect availability. Manage escalations and relationships with equipment suppliers and OEMs to secure warranty support and resolve recurring issues. Partner cross-functionally with the O feed O ISO connectivity (CAISO, ERCOT, PJM, etc.) issues; and fencing, gates, security, site access roads, erosion, tree trimming, neighbor relations, and related site activities. Establish and maintain reporting standards: scheduled technical operating reports, periodic performance assessments, and budget/variance reporting for management and ownership. Regular travel to operating sites is required. Qualifications and Experience Minimum of 5 years of experience in solar O utility-scale strongly preferred. Demonstrated people-leadership experience, including managing teams and/or third-party service providers. Proven ownership of operating budgets and cost/P able to manage department directories and standard business applications. Ability to take initiative and operate independently with limited guidance, with a strong desire to build, lead, and grow the function. Bachelor’s degree in engineering or a related field preferred. Benefits Package 401(k) plan with company matching contribution Competitive health, vision, and dental benefits Attractive personal time off and company holiday package Work-from-home policy (Oakland, CA headquarters with hybrid/remote flexibility) Annual base salary, commensurate with experience, from $200,000 - $225,000 Note Qualified candidates only. No search firms. Adapture Renewables, Inc. is committed to equal employment opportunity.", "summaryDescription" : "Director of O&M Services at Adapture Renewables. Skills: Operations and Maintenance, Fleet availability, Vendor management. Ensure issues are identified, prioritized, and tracked. Document fiscal impact of issues", "postedDate" : "2026-06-16T03:16:55.321", "createdAt" : "2026-06-16T03:16:55.321", "lastUpdated" : "2026-06-16T11:21:01.952", "ingestTimestamp" : "2026-06-16T03:16:55.321", "mongoId" : "6a30a315f292fd229c122dbc", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 200000, "salaryAnnualMax" : 225000, "salaryBand" : "200k+", "hasSalary" : true, "allSkills" : [ "Fiscal impact analysis", "Cost control", "Leadership", "Operations and Maintenance", "Fleet availability", "Vendor management", "Inventory strategy", "Supply-chain readiness", "Budget management", "Performance assessment", "Variance reporting", "Solar O&M", "Utility-scale projects", "Battery energy storage", "PV projects", "CAISO", "ERCOT", "PJM", "Department directories", "Business applications" ], "skillCount" : 20, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Director", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Climate Tech", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f34", "title" : "Special Education Teacher (ABC)", "company" : "Aldridge Elementary School", "industry" : "Education", "salary" : { "min" : 62000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Missouri City, United States, adjusted for the Education industry." }, "location" : "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "locations" : [ "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "
ALLEN ALDRIDGE JR ELEMENTARY (163)
15817 BLUE RIDGE RD
MISSOURI CITY, 77489

" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T06:43:26.810", "fingerprint" : "30c14e8ba921d15fe2143e053d511580823ec1cf9091df3ab27ce2ff61418bdd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183127", "externalId" : "183127", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional planning", "Behavioral intervention", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Lesson planning", "Material organization", "Behavioral strategies execution", "Behavior intervention", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "General education collaboration", "Content knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "Service provision documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral communication", "Written communication", "Technology equipment knowledge", "Software programs knowledge" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Social skills instruction", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "level" : "intermediate" }, { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Material organization", "level" : "intermediate" }, { "name" : "Behavioral strategies execution", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "General education collaboration", "level" : "intermediate" }, { "name" : "Content knowledge", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" }, { "name" : "Parent collaboration", "level" : "intermediate" }, { "name" : "Student collaboration", "level" : "intermediate" }, { "name" : "School community collaboration", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Annual goals development", "level" : "intermediate" }, { "name" : "Objectives development", "level" : "intermediate" }, { "name" : "ARD document preparation", "level" : "intermediate" }, { "name" : "District guidelines adherence", "level" : "intermediate" }, { "name" : "State guidelines adherence", "level" : "intermediate" }, { "name" : "Federal guidelines adherence", "level" : "intermediate" }, { "name" : "SHARS program tasks", "level" : "intermediate" }, { "name" : "Service provision documentation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "Paraprofessional direction", "level" : "intermediate" }, { "name" : "Oral communication", "level" : "intermediate" }, { "name" : "Written communication", "level" : "intermediate" }, { "name" : "Technology equipment knowledge", "level" : "intermediate" }, { "name" : "Software programs knowledge", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Behavioral intervention", "majorSkillsList" : [ "Special education", "IEP development", "Behavioral intervention" ], "coreResponsibilities" : "Provide instruction to students, Develop skills and knowledge, Access grade-level curriculum, Prepare lesson plans, Organize instructional materials, Execute behavioral strategies, Intervene using behavior strategies, Utilize data collection tools, Document student programs, Maintain accurate records, Monitor instructional plans, Adjust instructional plans, Monitor behavioral plans, Adjust behavioral plans, Monitor social emotional plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Facilitate learning, Facilitate communication, Facilitate mobility, Facilitate positioning, Implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations, Implement modification of materials, Implement modification of curriculum, Provide for basic student needs, Assist with personal care, Collaborate with general education teachers, Ensure IEP implementation, Maintain updated knowledge, Understand prerequisite skills, Maintain confidentiality, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school personnel, Develop individual education program, Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals, Develop Objectives, Arrange ARD documents, Prepare ARD documents, Participate in Full Individual Evaluation, Provide progress reports to parents, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS tasks, Maintain SHARS tasks, Document SHARS provision, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals, Implement students' IEPs with paraprofessionals, Address paraprofessional needs", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Special education; IEP goals; ARD documents; TEKS; SHARS", "domainList" : [ "special-education", "iep-goals", "ard-documents", "teks", "shars" ], "domainSpecificKnowledge" : [ "Special education", "IEP goals", "ARD documents", "TEKS", "SHARS" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Data collection; Record maintenance; Progress reporting; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk, Hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Prolonged hours, Irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Physical restraint, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility, Special Education Specialist Certification EC-12", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs 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 Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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 Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Teacher (ABC) at Aldridge Elementary School. Skills: Special education, IEP development, Behavioral intervention. Provide instruction to students. Develop skills and knowledge", "createdAt" : "2026-06-14T09:32:49.075", "lastUpdated" : "2026-06-15T06:43:26.810", "ingestTimestamp" : "2026-06-14T09:32:49.075", "mongoId" : "6960822e0937eae70e9c7f34", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 62000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Lesson planning", "Material organization", "Behavioral strategies execution", "Behavior intervention", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "General education collaboration", "Content knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "Service provision documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral communication", "Written communication", "Technology equipment knowledge", "Software programs knowledge", "Special education", "Behavioral intervention", "Instructional planning", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation", "IEP goals", "ARD documents", "TEKS", "SHARS", "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 53, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a305a81f292fd229cf51e4e", "title" : "Director of Administrative Services", "salary" : { "min" : 135000.0, "max" : 210000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Director of Administrative Services in Andover, United States, adjusted for seniority and full-time employment." }, "location" : "Andover, MN", "locations" : [ "Andover, MN" ], "timestamp" : "2026-06-16T06:44:34.817", "fingerprint" : "4b5db2a5af5cbe6ffe52f877123bd93a895923cde223b2f736956843d21ce8ba", "source" : "jazzhr", "language" : "en", "externalId" : "RgeynS9QBB", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Andover", "state" : "Minnesota", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "45.2332985,-93.2913405" } ], "locationText" : "Andover, Minnesota, United States", "experienceLevel" : "Director", "workSiteFlexibility" : "Onsite", "summaryDescription" : "Director of Administrative Services", "createdAt" : "2026-06-15T22:25:34.990", "lastUpdated" : "2026-06-16T06:44:34.817", "ingestTimestamp" : "2026-06-15T22:25:34.990", "mongoId" : "6a305a81f292fd229cf51e4e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 135000, "salaryAnnualMax" : 210000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Director", "dataQualityScore" : 0.44444445, "hasLocation" : true, "hasGeo" : true, "llmIndustryConfidence" : 0.9 } ], "status" : 200, "message" : "assistant director of elementary special education services programs jobs", "metadata" : { "title" : "assistant director of elementary special education services programs" }, "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 101699, "totalPages" : 2034, "hasNext" : true, "hasPrevious" : false } }

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