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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the direct supervision of the department supervisor in order to complete day to day tasks. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "oral communication; written communication; verbal communication; written communication", "documentationSkills" : "record keeping; documenting occurrences", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "conflict resolution; assessing crisis situations; intervening to defuse situations; make decisions", "specialRequirements" : "Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Be able to lift, carry, push and pull up to 20 pounds.", "outcomesObjectives" : "Provides feedback to students and teachers. Assists students through the use of questioning and discussion techniques. Assists with student engagement with the curriculum. Assists students with self-advocacy. Assists students in using technology. Assists the teacher with the designing of instruction and follow through. Assists the teacher in the development and implementation of the Individual Education Plan (IEP).", "qualificationsBasic" : "High School Diploma or GED equivalent required. Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment.", "qualificationsPreferred" : "Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills. Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence at Samuel E Spaght Science and Communications Magnet Elementary School. 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Essential Performance Responsibilities: Develops and administers Physical Education classes consistent with school district goals and objectives Teaches knowledge of, and develops skills and abilities in motor skills and individual and teamwork activities; concepts related to health, physical fitness, and the value of physical activity for a lifetime Develops students' concepts in leadership, teamwork, responsibility and social skills; providing a safe and optimal learning environment; and appropriate feedback to regarding student progress, expectations, and goals Conducts ongoing assessment of student growth and progress in physical educational activities, and modifies instructional methods to fit individual student's needs, including students with special needs Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws Assists in coordinating extra-curricular activities, including student performances, assembles, and athletic events Encourages parental involvement in students' education and ensures effective communication with students and parents Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom Coordinates with other professional staff members, especially within physical education and grade level, and participates in faculty meetings and committees Selects and requisitions appropriate instructional aids and other supplies and equipment and maintains inventory records Inspects equipment and field areas used to ensure they are in good and safe working order Additional Duties: Assists with additional duties as assigned by supervisor. 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Remotely, a CSS works on administrative duties that include, but are not limited to, chart preparation and Behavioral Health Integration. *Please note - This role requires flexibility and may require up to 5 days per week onsite or a mix of remote and onsite, varying week to week, depending on team and business priorities.* ESSENTIAL FUNCTIONS: Onsite Clinical Facilitation Assisting patients by offering education related to their behavioral health visits, whether the treating clinician is conducting the visit in person or via telehealth Providing technical support and assistance for telehealth visits to include room and equipment preparation Supporting clinicians by accessing vitals and other relevant data from the facility’s EMR Procurement of patient referral documents as needed Acting as a liaison between the clinicians and the facility staff Interacting with staff and/or family members as necessary Maintaining responsibility for proper handling and cleaning of MTC Care equipment Behavioral Health Integration (“BHI”) Completing assigned number of BHI cases within the required timeline by gathering necessary information from patient medical records and entering it into the company’s BHI system/software. Clinician Support Providing assistance to assigned clinicians by accessing the facility’s EMR and recording relevant data into our EHR system in preparation for the clinical visit Working closely with the clinician to assure that patient visits run smoothly and efficiently GENERAL REQUIREMENTS: All Clinical Support Specialists are expected to perform all of the core functions as described above as assigned. Each individual role may change from time to time depending on scheduling, the needs of our facility partners, clinician needs, and changes in the healthcare industry. EDUCATION, EXPERIENCE AND LICENSING: Minimum High School Diploma required 1+ year in a healthcare setting preferred, but not required Medical Assistant or CNA certification a plus KNOWLEDGE, SKILLS AND ABILITIES: Basic working knowledge of medical terminology Experience in the use of online healthcare tools Proficiency in Microsoft Office Suite – Outlook, Word, Excel Ability to maintain full confidentiality and compliance with sensitive medical information, including but not limited to HIPAA protected information and PHI. Commitment to providing platinum-level customer service and communication Ability to embrace a company culture of caring and kindness PHYSICAL AND ENVIRONMENTAL REQUIREMENTS: A dedicated home office space with a closing door that is free from distractions and meets HIPAA and PHI standards A reliable home internet connection A valid driver’s license and reliable mode of transportation The ability to travel up to 1 hour in any direction from home office to cover clinics when needed Ability to stand, walk, see, speak, hear – both in person and remotely; use hands, fingers to type or use manual equipment, reach with hands and arms. Regularly required to stoop, bend, crouch. Specific vision requirements include close-up corrected vision Must be able to lift, push, pull up to 30 lbs. without restrictions Ability to remain sedentary for long periods of time while working on administrative tasks May be exposed to bodily fluids, viruses or other infectious diseases within a healthcare facility Potential exposure to cleaning chemicals used within a healthcare facilities DISCLAIMER: This description is not a complete listing of every responsibility, task, and requirement for a Clinical Support Specialist. MTC Care reserves the right to add, delete, or re-assign portions of this description at any time based on business and patient needs. About Us MTC Care is the industry leader in providing exceptional behavioral health services to patients residing in skilled nursing and assisted living communities. Our commitment to delivering top-notch behavioral health services reflects a deep understanding of the challenges faced by aging residents. Our clinical team includes trained psychiatry and psychology providers with a focus on tailored interventions to ensure quality of life for patients, a supportive environment that promotes mental well-being, interdisciplinary collaboration, and compliance with regulatory organizations. MTC Care is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law. 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Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Special Education Teacher- Interrelated Secondary High School at Southeast High School. Skills: Special education, IEP implementation, Student instruction. Plan student instruction. Facilitate student learning", "createdAt" : "2026-06-14T19:46:13.601", "lastUpdated" : "2026-06-16T01:29:15.800", "ingestTimestamp" : "2026-06-14T19:46:13.601", "mongoId" : "6949b14570f0b99d58827133", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Instructional design", "Learning assessment", "Data entry", "Record keeping", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "IEP development", "Classroom management", "Behavior management", "Individualized Education Program (IEP)", "Kansas Teaching License", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.8888889, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a191e7758b93c861e39f727", "title" : "Intern Uncertainty Estimation for End-to-End Autonomous Driving", "company" : "Mercedes-Benz Group AG", "industry" : "Manufacturing", "salary" : { "min" : 15000.0, "max" : 20000.0, "currency" : "EUR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an entry-level internship in the automotive industry in Sindelfingen, Germany, adjusted for company size and industry." }, "location" : "Germany-Baden-Württemberg-Sindelfingen", "locations" : [ "Germany-Baden-Württemberg-Sindelfingen", "Kolumbusstr. 19 21, , Sindelfingen" ], "timestamp" : "2026-06-16T02:28:11.613", "fingerprint" : "6517e1bebd1639b7b0e747d0d0b8a4e771559041ab4bcd526b7c68318f9b48b9", "source" : "taleo", "language" : "en", "applyUrl" : "https://tas-daimler.taleo.net/careersection/ex/jobdetail.ftl?job=892666", "externalId" : "892666", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sindelfingen", "state" : "Baden-Württemberg", "country" : "Germany", "continent" : "eu", "source" : "llm", "workMode" : "onsite", "geo" : "48.7084162,9.0035455" } ], "locationText" : "Sindelfingen, Baden-Württemberg, Germany", "employmentType" : "INTERNSHIP", "technicalSkills" : "Python, Deep learning, Neural networks, PyTorch, MMDetection, Linux, LLM, VLM, VLAMs", "professionalSkills" : [ "Uncertainty estimation", "Deep learning methodologies" ], "hardSkillsList" : [ "End-to-end autonomous driving", "Deep learning" ], "hardSkills" : [ { "name" : "End-to-end autonomous driving", "level" : "intermediate" }, { "name" : "Deep learning", "level" : "intermediate" } ], "majorSkills" : "Uncertainty estimation, End-to-end autonomous driving, Deep learning", "majorSkillsList" : [ "Uncertainty estimation", "End-to-end autonomous driving", "Deep learning" ], "coreResponsibilities" : "Conduct literature review, Integrate uncertainty estimation methods, Validate uncertainty estimation methods, Analyze uncertainties, Utilize uncertainties, Evaluate impact on planning, Implement training frameworks, Implement evaluation frameworks, Optimize training frameworks, Optimize evaluation frameworks", "teamCollaboration" : "Research team support", "domainKnowledge" : "Autonomous driving; End-to-end driving; Uncertainty estimation; Deep learning", "domainList" : [ "autonomous-driving", "end-to-end-driving", "uncertainty-estimation", "deep-learning" ], "domainSpecificKnowledge" : [ "Autonomous driving", "End-to-end driving", "Uncertainty estimation", "Deep learning" ], "toolProficiency" : [ "PyTorch", "MMDetection", "Linux", "Docker" ], "problemSolvingSkills" : "Root cause analysis", "qualificationsBasic" : "Master's degree in computer science, Master's degree in robotics, Master's degree in physics, Master's degree in mathematics, Master's degree in electrical engineering, Programming proficiency in Python, Solid foundation deep learning techniques, In-depth understanding deep learning techniques, Familiarity with common software frameworks, Hands-on experience with Linux, Development within Linux environments, Effective communication skills, Effective collaboration skills, Fluency in spoken English, Fluency in written English", "qualificationsPreferred" : "Knowledge of perception, Knowledge of prediction, Knowledge of planning, Knowledge of uncertainty estimation, Publication at deep learning conference, Publication at robotics conference, Hands-on experience with Docker, Familiarity with LLM, Familiarity with VLM, Familiarity with VLAMs", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "The Mercedes-Benz Group AG is one of the most successful automotive companies in the world. Together with Mercedes-Benz AG, the vehicle manufacturer is one of the largest providers of premium and luxury cars and vans. We are committed to shaping the future of automotive mobility by developing highly automated driving systems for both highway and urban areas. To achieve this, we are seeking highly motivated interns to support our research team on the topic of uncertainty estimation for end-to-end (E2E) autonomous driving within our Perception Team in Sindelfingen. E2E autonomous driving models have emerged as a promising paradigm that directly maps sensor inputs to driving decisions. Compared to modular pipelines that separately process perception, prediction and planning, E2E models jointly optimize all stages within a single framework, resulting in simpler architectures and reduced information loss across modules. While architectural innovations have significantly improved model expressiveness and scalability, these systems are still prone to errors when encountering novel scenarios or unfamiliar appearances. To ensure safe decision-making, it is crucial to employ uncertainty estimation to identify potential errors such that they can be mitigated. However, the modeling and utilization of uncertainty along the E2E functional chain remain relatively underexplored. This research gap poses a critical challenge to the safety of autonomous systems in complex real-world environments. Your role will involve investigating advanced uncertainty estimation methods and analyzing their applicability within the context of E2E AD. Additionally, you will aim to integrate these methods into the E2E AD system and analyze the effects of uncertainty on planning, especially in long-tail and rare scenarios. For this, you are expected to survey the state-of-the-art technologies in this domain and leverage advanced deep learning methodologies. These challenges await you: Conducting a comprehensive literature review on the current state-of-the-art methods in E2E driving and advanced uncertainty estimation techniques Integrating and validating suitable uncertainty estimation methods within the E2E driving pipeline Analyzing and utilizing these uncertainties along the E2E functional chain to evaluate their impact on planning tasks, particularly in novel and rare scenarios Implementing and optimizing corresponding training and evaluation frameworks Currently pursuing a master’s degree in computer science, robotics, physics, mathematics, electrical engineering, or adjacent fields Strong programming proficiency in Python Solid foundation and in-depth understanding of deep learning techniques, especially neural networks, and common software frameworks (e.g., PyTorch, MMDetection family) Hands-on experience with Linux and development within Linux environments Effective communication and collaboration skills Fluency in spoken and written English Preferred Qualifications: Knowledge of perception, prediction, planning and uncertainty estimation Publication at a deep learning or robotics conference (including collaborations) Hands-on experience with containerization technologies (e.g., Docker) Familiarity with LLM / VLM / VLAMs Additional Information: We look forward to receiving your online application, including a resume, cover letter, certificates, current certificate of enrollment stating your semester, proof of mandatory internship if applicable, and proof of the standard period of study. Please remember to mark your documents as \"relevant for this application\" in the online form and observe the maximum file size of 5 MB. You can find further information on the hiring criteria here . Severely disabled applicants and applicants with equivalent status are welcome! The representative for severely disabled employees (sbv-sindelfingen@mercedes-benz.com) will gladly support you in the application process. HR Services will be happy to help you with any questions you may have about the application process. You can reach us by email at myhrservice@mercedes-benz.com or by phone at 0711/17-99000 (Mon-Fri 10am-12pm & 1pm-3pm). Mercedes-Benz AG", "summaryDescription" : "Intern Uncertainty Estimation for End-to-End Autonomous Driving at Mercedes-Benz Group AG. Skills: Uncertainty estimation, End-to-end autonomous driving, Deep learning. Conduct literature review. Integrate uncertainty estimation methods", "createdAt" : "2026-06-14T20:43:34.945", "lastUpdated" : "2026-06-16T02:28:11.613", "ingestTimestamp" : "2026-06-14T20:43:34.945", "mongoId" : "6a191e7758b93c861e39f727", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "<30k", "hasSalary" : false, "allSkills" : [ "End-to-end autonomous driving", "Deep learning", "Uncertainty estimation", "Deep learning methodologies", "Autonomous driving", "End-to-end driving", "PyTorch", "MMDetection", "Linux", "Docker" ], "skillCount" : 10, "jobCategory" : "engineering", "jobSubcategory" : "software", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Automotive", "llmIndustryConfidence" : 0.95 }, { "id" : "6a307f6cf292fd229c05913a", "title" : "Account Manager, Mid Market, Google for Education", "company" : "Google", "industry" : "Education", "salary" : { "min" : 135000.0, "max" : 215000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Account Manager, Mid Market, Google for Education in New York, adjusted for mid-level seniority and Google's company size in the Education industry." }, "location" : "[New York, NY, USA, [New York, NY, USA], New York, null, NY, US]", "locations" : [ "[New York, NY, USA, [New York, NY, USA], New York, null, NY, US]" ], "timestamp" : "2026-06-16T12:08:32.609", "fingerprint" : "4660fa6764590b65187c0cb493dfa966c36943c95fa606a7decdb77c6a33a350", "source" : "google", "language" : "en", "externalId" : "111261003303264966", "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", "experienceMinYears" : 2, "experienceMaxYears" : 5, "experienceLevel" : "Mid", "summaryDescription" : "Account Manager, Mid Market, Google for Education at Google", "postedDate" : "2026-06-16T01:51:23.508", "createdAt" : "2026-06-16T01:51:23.508", "lastUpdated" : "2026-06-16T12:08:32.609", "ingestTimestamp" : "2026-06-16T01:51:23.508", "mongoId" : "6a307f6cf292fd229c05913a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 135000, "salaryAnnualMax" : 215000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "sales", "jobSubcategory" : "revenue", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a30716df292fd229cff9268", "title" : "Lead – Web Support & Front-End Operations", "company" : "Sutherland", "industry" : "Telecommunications", "salary" : { "min" : 7.5E7, "max" : 1.1E8, "currency" : "COP", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Lead Web Support & Front-End Operations role in Bogota, Colombia, adjusted for the technology industry and lead seniority." }, "location" : "Bogotá, Bogota, CO", "locations" : [ "Bogotá", "Bogota", "CO" ], "timestamp" : "2026-06-16T11:21:38.938", "fingerprint" : "cae3cd8a571f6a2a3bd84bb80ca3d2091a34c62c3c3955f5239ccfc3cf83add8", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/Sutherland/744000132262970-lead-front-end-support-", "externalId" : "744000132262970", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bogotá", "state" : "Bogota", "country" : "Colombia", "continent" : "sa", "source" : "llm", "workMode" : "onsite", "geo" : "4.6533817,-74.0836331" } ], "locationText" : "Bogotá, Bogota, Colombia", "employmentType" : "FULL_TIME", "experienceMinYears" : 5, "experienceMaxYears" : 10, "experienceLevel" : "mid", "technicalSkills" : "HTML, CSS, WordPress, CMS platforms, Python, JavaScript", "professionalSkills" : [ "Website support operations", "Scripting", "Automation", "Workflow management", "Stakeholder management", "Team leadership" ], "majorSkills" : "Web Support, Front-End Operations, Website Maintenance, Team Leadership", "majorSkillsList" : [ "Web Support", "Front-End Operations", "Website Maintenance", "Team Leadership" ], "coreResponsibilities" : "Manage support activities, Manage maintenance activities, Lead support team, Manage ticket operations, Drive SLA adherence, Coordinate with stakeholders, Ensure smooth delivery of website support services", "teamCollaboration" : "Coordination with stakeholders", "domainKnowledge" : "Automobile dealer websites; Dealer eProcess platform; Front-end best practices", "domainList" : [ "automobile-dealer-websites", "dealer-eprocess-platform", "front-end-best-practices" ], "domainSpecificKnowledge" : [ "Automobile dealer websites", "Dealer eProcess platform", "Front-end best practices" ], "toolProficiency" : [ "HubSpot", "Jira", "Zendesk", "ServiceNow" ], "specialRequirements" : "Availability to work on-site", "outcomesObjectives" : "Ensure smooth delivery of website support services", "qualificationsBasic" : "Advanced English level (B2 or higher), HTML expertise, CSS expertise, Website support operations expertise, WordPress experience, CMS platforms experience, Python for scripting, Python for automation, Ticketing/workflow management tools experience, Stakeholder management skills, Coordination skills, Team leadership skills, Production support experience, High-volume website operations experience", "qualificationsPreferred" : "Automobile website ecosystems exposure, Dealer website ecosystems exposure, JavaScript knowledge, Front-end best practices knowledge", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About Sutherland: Artificial Intelligence. Automation. Cloud engineering. Advanced analytics. For business leaders, these are key factors of success. For us, they’re our core expertise. We work with iconic brands worldwide. We bring them a unique value proposition through market-leading technology and business process excellence. We’ve created over 200 unique inventions under several patents across AI and other critical technologies. Leveraging our advanced products and platforms, we drive digital transformation, optimize critical business operations, reinvent experiences, and pioneer new solutions, all provided through a seamless “as a service” model. For each company, we provide new keys for their businesses, the people they work with, and the customers they serve. We tailor proven and rapid formulas, to fit their unique DNA. We bring together human expertise and artificial intelligence to develop digital chemistry. This unlocks new possibilities, transformative outcomes and enduring relationships. Sutherland Unlocking digital performance. Delivering measurable results We are seeking a Lead – Web Support & Front-End Operations to manage support and maintenance activities for automobile dealer websites on the dealer eProcess platform. The role involves leading the support team, managing ticket operations, driving SLA adherence, coordinating with stakeholders, and ensuring smooth delivery of website support services. ## Qualifications * Advanced English level (B2 or higher) * Availability to work on-site at our Bogotá Americas facilities. * Strong expertise in HTML, CSS, and website support operations. * Good experience with WordPress and CMS platforms. * Working knowledge of Python for scripting and automation. * Experience with ticketing/workflow management tools such as HubSpot, Jira, Zendesk, or ServiceNow. * Strong stakeholder management, coordination, and team leadership skills. * Experience handling production support or high-volume website operations. ## Additional Information • Exposure to automobile or dealer website ecosystems. • Knowledge of JavaScript and front-end best practices. All your information will be kept confidential according to EEO guidelines", "summaryDescription" : "Lead – Web Support & Front-End Operations at Sutherland. Skills: Web Support, Front-End Operations, Website Maintenance, Team Leadership. Manage support activities. Manage maintenance activities", "postedDate" : "2026-06-15T18:25:16.000", "createdAt" : "2026-06-16T01:35:06.913", "lastUpdated" : "2026-06-16T11:21:38.938", "ingestTimestamp" : "2026-06-16T01:35:06.913", "mongoId" : "6a30716df292fd229cff9268", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Web Support", "Front-End Operations", "Website Maintenance", "Team Leadership", "Website support operations", "Scripting", "Automation", "Workflow management", "Stakeholder management", "Team leadership", "Automobile dealer websites", "Dealer eProcess platform", "Front-end best practices", "HubSpot", "Jira", "Zendesk", "ServiceNow" ], "skillCount" : 17, "jobCategory" : "engineering", "jobSubcategory" : "software", "seniorityLevel" : "Lead", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Technology", "llmIndustryConfidence" : 0.95 }, { "id" : "6a3055daf292fd229cf22474", "title" : "Lead – Web Support & Front-End Operations", "company" : "Sutherland", "industry" : "Telecommunications", "salary" : { "min" : 7.5E7, "max" : 1.1E8, "currency" : "COP", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Lead Web Support & Front-End Operations role in Bogota, Colombia, adjusted for the technology industry and lead seniority." }, "location" : "Bogotá, Bogota, CO", "locations" : [ "Bogotá", "Bogota", "CO" ], "timestamp" : "2026-06-16T09:01:01.028", "fingerprint" : "e731635137df02ee2fb8d63561881e8e09f6d926d389dd5c3ece03f8c3cfb0b0", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/Sutherland/744000132262970-lead-front-end-support-", "externalId" : "744000132262970", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bogotá", "state" : "Bogota", "country" : "Colombia", "continent" : "sa", "source" : "llm", "workMode" : "onsite", "geo" : "4.6533817,-74.0836331" } ], "locationText" : "Bogotá, Bogota, Colombia", "employmentType" : "FULL_TIME", "experienceMinYears" : 5, "experienceMaxYears" : 10, "experienceLevel" : "mid", "technicalSkills" : "HTML, CSS, WordPress, CMS platforms, Python, JavaScript", "professionalSkills" : [ "Website support operations", "Scripting", "Automation", "Workflow management", "Stakeholder management", "Team leadership" ], "hardSkillsList" : [ "Website support", "Scripting", "Automation" ], "hardSkills" : [ { "name" : "Website support", "level" : "intermediate" }, { "name" : "Scripting", "level" : "intermediate" }, { "name" : "Automation", "level" : "intermediate" } ], "majorSkills" : "Web Support, Front-End Operations, WordPress, Python", "majorSkillsList" : [ "Web Support", "Front-End Operations", "WordPress", "Python" ], "coreResponsibilities" : "Manage support activities, Manage maintenance activities, Lead support team, Manage ticket operations, Drive SLA adherence, Coordinate with stakeholders, Ensure smooth delivery of website support services", "teamCollaboration" : "Coordinate with stakeholders", "domainKnowledge" : "Automobile dealer websites; Dealer eProcess platform; Front-end best practices", "domainList" : [ "automobile-dealer-websites", "dealer-eprocess-platform", "front-end-best-practices" ], "domainSpecificKnowledge" : [ "Automobile dealer websites", "Dealer eProcess platform", "Front-end best practices" ], "toolProficiency" : [ "HubSpot", "Jira", "Zendesk", "ServiceNow" ], "specialRequirements" : "Availability to work on-site", "outcomesObjectives" : "Drive SLA adherence", "qualificationsBasic" : "Advanced English level (B2 or higher), HTML expertise, CSS expertise, Website support operations expertise, WordPress experience, CMS platforms experience, Python for scripting, Python for automation, Ticketing/workflow management tools experience, Stakeholder management skills, Coordination skills, Team leadership skills, Production support experience, High-volume website operations experience", "qualificationsPreferred" : "Automobile website ecosystems exposure, Dealer website ecosystems exposure, JavaScript knowledge, Front-end best practices knowledge", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About Sutherland: Artificial Intelligence. Automation. Cloud engineering. Advanced analytics. For business leaders, these are key factors of success. For us, they’re our core expertise. We work with iconic brands worldwide. We bring them a unique value proposition through market-leading technology and business process excellence. We’ve created over 200 unique inventions under several patents across AI and other critical technologies. Leveraging our advanced products and platforms, we drive digital transformation, optimize critical business operations, reinvent experiences, and pioneer new solutions, all provided through a seamless “as a service” model. For each company, we provide new keys for their businesses, the people they work with, and the customers they serve. We tailor proven and rapid formulas, to fit their unique DNA. We bring together human expertise and artificial intelligence to develop digital chemistry. This unlocks new possibilities, transformative outcomes and enduring relationships. Sutherland Unlocking digital performance. Delivering measurable results We are seeking a Lead – Web Support & Front-End Operations to manage support and maintenance activities for automobile dealer websites on the dealer eProcess platform. The role involves leading the support team, managing ticket operations, driving SLA adherence, coordinating with stakeholders, and ensuring smooth delivery of website support services. ## Qualifications * Advanced English level (B2 or higher) * Availability to work on-site at our Bogotá Americas facilities. * Strong expertise in HTML, CSS, and website support operations. * Good experience with WordPress and CMS platforms. * Working knowledge of Python for scripting and automation. * Experience with ticketing/workflow management tools such as HubSpot, Jira, Zendesk, or ServiceNow. * Strong stakeholder management, coordination, and team leadership skills. * Experience handling production support or high-volume website operations. ## Additional Information • Exposure to automobile or dealer website ecosystems. • Knowledge of JavaScript and front-end best practices. All your information will be kept confidential according to EEO guidelines", "summaryDescription" : "Lead – Web Support & Front-End Operations at Sutherland. Skills: Web Support, Front-End Operations, WordPress, Python. Manage support activities. Manage maintenance activities", "postedDate" : "2026-06-15T18:25:16.000", "createdAt" : "2026-06-15T23:35:53.227", "lastUpdated" : "2026-06-16T09:01:01.028", "ingestTimestamp" : "2026-06-15T23:35:53.227", "mongoId" : "6a3055daf292fd229cf22474", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Website support", "Scripting", "Automation", "Web Support", "Front-End Operations", "WordPress", "Python", "Website support operations", "Workflow management", "Stakeholder management", "Team leadership", "Automobile dealer websites", "Dealer eProcess platform", "Front-end best practices", "HubSpot", "Jira", "Zendesk", "ServiceNow" ], "skillCount" : 18, "jobCategory" : "engineering", "jobSubcategory" : "software", "seniorityLevel" : "Lead", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Technology", "llmIndustryConfidence" : 0.95 }, { "id" : "6a305a73f292fd229cf514e7", "title" : "Helpers for In-Home Support", "company" : "Herewith Caregivers", "industry" : "Healthcare", "salary" : { "min" : 18.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Herewith CG", "locations" : [ "Herewith CG" ], "timestamp" : "2026-06-16T10:00:34.548", "fingerprint" : "d9c2f31289b92ce4bdf7d91eef96fde73a6f9c3c7c623a80bad96c716df0d0dc", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/herewithgmbh/jobs/8592320002", "externalId" : "8592320002", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Tampa", "state" : "Florida", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "27.9449854,-82.4583107" } ], "locationText" : "Tampa, Florida, United States", "employmentType" : "TEMPORARY", "majorSkills" : "Transportation, Post-surgery support", "majorSkillsList" : [ "Transportation", "Post-surgery support" ], "coreResponsibilities" : "Provide safe transportation, Remain on-site during procedure, Offer post-surgery supervision, Offer companionship, Assist with basic needs, Assist with comfort, Monitor post-op concerns, Ensure client safety", "domainKnowledge" : "Post-surgery care", "domainList" : [ "post-surgery-care" ], "domainSpecificKnowledge" : [ "Post-surgery care" ], "specialRequirements" : "One-day assignment, Extended hours", "qualificationsBasic" : "Reliable vehicle, Valid driver's license, Safe driving record", "qualificationsPreferred" : "Experienced in transportation, Experienced in short-term recovery support", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Location: Tampa, FL, 33625 Start Date: ASAP Helper Rate: $18.33 per hour We are seeking a dependable and attentive helper to assist a male client in his 70s who requires transportation and post-surgery support. This is a one-day assignment with extended hours to ensure safe recovery immediately after the procedure. Care Responsibilities Provide safe transportation to and from the surgical appointment Remain on-site or nearby during procedure Offer post-surgery supervision and companionship Assist with basic needs and comfort after discharge Monitor for any immediate post-op concerns and ensure safety Appointment Details Facility: Vein and Vascular (Lutz, FL) Date: July 10, 2026 Surgery Time: 9:30 AM Estimated Duration: ~2 hours Post-Op Care: Caregiver to remain with client for approximately 6 hours after surgery Ideal Candidate Must have a reliable vehicle Valid driver’s license and safe driving record Patient, attentive, and responsible Comfortable assisting post-procedure clients This role is ideal for a helper experienced in transportation and short-term recovery support, ensuring the client is safe, comfortable, and monitored after surgery. Hiring info: We’re looking for private helpers/ caregivers for clients on Herewith, a free online platform that makes getting hired and paid as a private caregiver fast and easy. Here’s what we provide: ✔️ Free background checks for all applicants ✔️ A professional helper profile to apply for jobs easily ✔️ Real-time job notifications for opportunities in your area ✔️ Convenient mobile app (Helper: Jobs on Herewith) to manage your clients, hours, and payments Once your Herewith helpers profile is set up, you’ll receive instant notifications for new job postings and have the flexibility to apply with just one tap. Get started today and make a meaningful impact in your community! Learn more about Herewith at https://herewith.com/helpers.", "summaryDescription" : "Helpers for In-Home Support at Herewith Caregivers. Skills: Transportation, Post-surgery support. Provide safe transportation. Remain on-site during procedure", "postedDate" : "2026-06-15T23:28:26.151", "createdAt" : "2026-06-15T23:28:26.151", "lastUpdated" : "2026-06-16T10:00:34.548", "ingestTimestamp" : "2026-06-15T23:28:26.151", "mongoId" : "6a305a73f292fd229cf514e7", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 37440, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Transportation", "Post-surgery support", "Post-surgery care" ], "skillCount" : 3, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6949b14570f0b99d58827132", "title" : "Special Education Teacher- Interrelated Secondary High School", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Southeast High School, United States, adjusted for the education industry and full-time onsite work mode." }, "location" : "Southeast High School", "locations" : [ "Southeast High School", "2641 S. 127th Street East", "67207" ], "certifications" : [ "Kansas Teaching License", "Kansas Driver's License" ], "timestamp" : "2026-06-16T02:12:57.927", "fingerprint" : "8b1f7d37d09d80b9b583556f8e3cdc3948b3d863ea76c219518cb6c41b894dc7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=72571", "externalId" : "72571", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Student learning", "Learning objectives", "Academic skills", "Daily living skills", "Social skills" ], "hardSkillsList" : [ "Diagnostic techniques", "Grading system", "Behavior management" ], "hardSkills" : [ { "name" : "Diagnostic techniques", "level" : "intermediate" }, { "name" : "Grading system", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan instruction for student learning, Provide instruction in Interrelated Classroom, Provide curriculum to special education students, Meet outcomes based on IEP, Provide activities to create interest, Participate on pre-assessment teams, Determine necessity for student initiates, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose structures for IEP, Implement IEP for each student, Define daily expectations according to IEP, Structure daily expectations according to IEP, Communicate daily expectations according to IEP, Communicate with regular education staff, Communicate course instructional strategies, Communicate meditative strategies, Communicate course objectives, Communicate students' grasp of material, Communicate students' outcomes, Communicate students' perspectives, Receive grades, Report grades, Input student data via computer, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust course content, Adapt reading levels, Adjust reading levels, Discern means of building memory, Assist individual students, Achieve academic skills, Achieve daily living skills, Achieve social skills, Achieve learning objectives, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare events, Display events, Prepare reinforcement activities, Display reinforcement activities, Evaluate student progress, Communicate student progress, Plan assessments for evaluation, Include diagnostic techniques, Include standardized surveys, Include criterion-referenced surveys, Include teacher developed surveys, Include oral student indices, Include written student indices, Design subject-based reinforcement, Follow assessments, Follow student's learning objectives, Design a grading system, Encourage motivation, Collect student data from charts, Collect student data from observations, Enter student data in computer, Report progress in growth, Report progress in development, Design classroom rules for student interaction, Design rules for courtesy, Design rules for respect for belongings, Design rules for respect for space, Design rules for respect for ideas, Design rules for self control, Design rules for working independently, Design rules for appropriately gaining the floor, Design rules for accepting reminders, Design systems for handling all behavior, Prepare physical condition of classroom, Reflect seasons in classroom, Reflect subject matter in classroom, Facilitate student learning, Keep daily records on student attendance, Keep daily records on student learning needs, Keep daily records on student social needs, Keep daily records on student assignments, Keep daily records on student assessments, Supervise paraprofessional(s), Manage all job duties, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Personnel within district; All pertinent participants", "domainKnowledge" : "Special education students; Individual education plan; Learning objectives", "domainList" : [ "special-education-students", "individual-education-plan", "learning-objectives" ], "domainSpecificKnowledge" : [ "Special education students", "Individual education plan", "Learning objectives" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Communicate with others; Communicate with Supervisor; Communicate with personnel; Communicate with customers; Communicate with vendors; Communicate with administration; Communicate with parents; Communicate with staff; Communicate with students; Communicate needs; Customer service", "documentationSkills" : "Daily records; Student data; Progress reports", "problemSolvingSkills" : "Make decisions; Use good judgment; Handle all situations", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Meet established outcomes; Master learning objectives; Achieve academic skills; Achieve daily living skills; Achieve social skills; Achieve learning objectives; Report progress in growth; Report progress in development", "qualificationsBasic" : "Valid Kansas Teaching License, Content endorsement at level, Master's in special education, Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained, Valid Kansas Driver's License", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher- Interrelated Secondary High School Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Special Education Teacher- Interrelated Secondary High School. Skills: Special education, IEP development, Student instruction. Plan instruction for student learning. Provide instruction in Interrelated Classroom", "createdAt" : "2026-06-14T18:49:01.920", "lastUpdated" : "2026-06-16T02:12:57.927", "ingestTimestamp" : "2026-06-14T18:49:01.920", "mongoId" : "6949b14570f0b99d58827132", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Diagnostic techniques", "Grading system", "Behavior management", "Special education", "IEP development", "Student instruction", "Student learning", "Learning objectives", "Academic skills", "Daily living skills", "Social skills", "Special education students", "Individual education plan", "Kansas Teaching License", "Kansas Driver's License", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 21, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a305513f292fd229cf1db80", "title" : "Analytics & Clinical Effectiveness Specialist - Center for IBD and Celiac Disease", "company" : "Stanford Medicine Children's Health", "industry" : "Hospital And Health Care", "salary" : { "min" : 53.0, "max" : 71.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "PALO ALTO, CA, United States", "locations" : [ "PALO ALTO", "CA", "United States" ], "timestamp" : "2026-06-16T09:01:16.687", "fingerprint" : "38ef4037fe407f1c4a74ebabdeccb0ce08f8433e72d55143d1fb937b003a2fa9", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/StanfordMedicineChildrensHealth/3743990013624356-analytics-clinical-effectiveness-specialist-center-for-ibd-and-celiac-disease", "externalId" : "3743990013624356", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Palo Alto", "state" : "California", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.4443293,-122.1598465" } ], "locationText" : "Palo Alto, California, United States", "employmentType" : "FULL_TIME", "experienceLevel" : "not-applicable", "technicalSkills" : "SQL, Business Intelligence, Data visualization, SAP BusinessObjects, Power BI, Tableau", "professionalSkills" : [ "Project management", "Improvement science" ], "hardSkillsList" : [ "Data analysis", "Statistical modeling", "Data curation", "Data discovery" ], "hardSkills" : [ { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Statistical modeling", "level" : "intermediate" }, { "name" : "Data curation", "level" : "intermediate" }, { "name" : "Data discovery", "level" : "intermediate" } ], "majorSkills" : "Data analysis, Clinical effectiveness, Business intelligence", "majorSkillsList" : [ "Data analysis", "Clinical effectiveness", "Business intelligence" ], "coreResponsibilities" : "Develop reporting solutions, Automate reporting solutions, Design reporting solutions, Plan reporting solutions, Implement reporting solutions, Evaluate data, Summarize data, Create summary data reports, Develop data reports, Create data visualizations, Develop interactive BI reporting, Identify reporting needs, Prepare documentation, Interpret data analyses, Apply findings to context, Develop insights, Develop reports, Develop presentations, Tell compelling story, Influence decision making, Provide context, Consult with stakeholders, Identify business outcomes, Develop process outcomes, Translate business questions, Develop analytics solutions", "teamCollaboration" : "Interdisciplinary teams; Business units; IS-Analytics; IS-Clinical Informatics; Patient Care Service lines", "projectManagementSkills" : [ "Project planning" ], "domainKnowledge" : "IBD; Celiac Disease; Healthcare improvement science; Cause and Effect Analysis; Statistical Process Control Chart; Key Driver Diagram", "domainList" : [ "ibd", "celiac-disease", "healthcare-improvement-science", "cause-and-effect-analysis", "statistical-process-control-chart", "key-driver-diagram" ], "domainSpecificKnowledge" : [ "IBD", "Celiac Disease", "Healthcare improvement science", "Cause and Effect Analysis", "Statistical Process Control Chart", "Key Driver Diagram" ], "toolProficiency" : [ "SAP BusinessObjects", "Power BI", "Tableau" ], "communicationSkills" : "Presentations", "documentationSkills" : "Documentation", "problemSolvingSkills" : "Analytical thought", "specialRequirements" : "35 month fixed term", "qualificationsBasic" : "5+ years experience, SQL proficiency, Bachelor's degree", "qualificationsPreferred" : "PhD preferred, Experience with EHR data, Cloud platform certs", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "At Lucile Packard Children’s Hospital Stanford, we know world-renowned care begins with world-class caring. That's why we combine advanced technologies and breakthrough discoveries with family-centered care. It's why we provide our caregivers with continuing education and state-of-the-art facilities, like the newly remodeled Lucile Packard Children's Hospital Stanford. And it's why we need caring, committed people on our team - like you. Join us on our mission to heal humanity, one child and family at a time. Job ID: LP_00021614-2656735 This is a 35 month fixed term position JOB SUMMARY This paragraph summarizes the general nature, level and purpose of the job. The Analytics & Clinical Effectiveness (A&CE) Specialist at Stanford Medicine Children's Health is a key contributor to the Analytics & Clinical Effectiveness Department within the Center for Pediatric & Maternal Value (cpmV). This role involves collaborating closely with the Center for Pediatric Inflammatory Bowel Disease (IBD) and Celiac Disease. The Center for IBD and Celiac Disease provides children and young adults with the very latest solutions for a wide variety of digestive inflammatory diseases. This role involves collaborating closely with interdisciplinary teams and serves as an analytical thought partner to a successful clinical effectiveness program, emphasizing efficient and effective care management and innovative clinical process redesign. The specialist is responsible for in-depth data discovery, curating and analyzing comprehensive healthcare data to reveal impactful insights and support data-driven decision making and improvements. They translate complex business questions into effective analytics solutions, such as Business Intelligence reports, statistical models or interactive data visualizations, serving as a steward of data integrity and best practices. With a high sense of curiosity and keen attention to detail, the specialist integrates project management and improvement science to interpret analytic findings, communicate insights effectively, and support clinical performance improvement. The specialist identifies opportunities for improvement via evidence-based practices, regulatory and accrediting agency requirements, and current performance in Quality, Safety, Service and Equity Key Performance Indicators. Quality, Safety, Service and Equity Key Performance Indicators. The specialist will collaborate with various business units for key elements of SMCH’s Quality portfolio. Some examples include Clinical Effectiveness Programs; Quality Improvement; Performance Improvement; Patient Safety; Peer Review function; Infection Prevention & Control; Accreditation and Regulatory Compliance; Patient & Family Experience; Health Equity; IS-Analytics; IS-Clinical Informatics, Financial Planning & Decision Support and various Patient Care Service lines/units/clinics. ESSENTIAL FUNCTIONS The essential functions listed are typical examples of work performed by positions in this job classification. They are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Employees may also perform other duties as assigned. Employees must abide by all Joint Commission Requirements including but not limited to sensitivity to cultural diversity, patient care, patient rights and ethical treatment, safety and security of physical environments, emergency management, teamwork, respect for others, participation in ongoing education and training, communication and adherence to safety and quality programs, sustaining compliance with National Patient Safety Goals, and licensure and health screenings. Must perform all duties and responsibilities in accordance with the hospital’s policies and procedures, including its Service Standards and its Code of Conduct. *Develops, implements, and automates reporting solutions by working with stakeholders in their design, planning, and implementation while ensuring consistency and coherency; evaluating and summarizing data and results; creating summary statistics; developing data reports, visualizations, and/or interactive Business Intelligence (BI) reports; reporting to stakeholders on key findings; identifying needs for the development and implementation of additional reporting solutions; and preparing documentation as appropriate. *Interprets data analyses by applying findings to contextual settings; and developing insights, reports, and presentations telling a compelling story to stakeholders to enable and influence decision making; and providing context related to data interpretations and/or limitations as appropriate. *Drives strategic data-informed decisions by consulting with stakeholders to identify and clarify key business needs; developing outcomes and process measures; translating business requirements; determining data/information needs and data collection methods; developing analysis plans; measuring the impact of business decisions on clients, customers, and/or members; working with stakeholders to identify opportunities and methods to improve efficiencies with analysis; supporting and training end-users; and documenting processes and deliverables. *Develops analytical and/or statistical models enabling informed business decisions by determining data and analytical requirements; creating models leading to actionable insights; and testing, refining, and validating models. *Researches and designs effective and innovative analytics strategies to measure and improve departmental and organizational goals. *Works collaboratively with quality & performance improvement teams to develop measures for monitoring and reporting clinical outcomes and process improvement. *Provides consultative and analytic expertise to cpmV and to interdisciplinary clinical effectiveness initiative teams in SMCH data models and systems. Acts as a resource in the interpretation and use of data generated by the department and utilized throughout the organization. *Represents and serves as an authority on Quality, Safety, Service and Equity related analytics at meetings, initiatives and on committees. *Collaborates within the hospital and clinics, the School of Medicine, medical and patient care staffs, and with external agencies and stakeholders to achieve optimal outcomes and improve clinical performance. ## Qualifications MINIMUM QUALIFICATIONS Any combination of education and experience that would likely provide the required knowledge, skills and abilities as well as possession of any required licenses or certifications is qualifying. Education: Bachelor’s degree in a work-related field/ discipline from an accredited college or university. Master's degree preferred. Experience: Three (3) years of progressively responsible and directly related work experience. Five (5) years of experience preferred. Licensure/Certification: None required. KNOWLEDGE, SKILLS, & ABILITIES These are the observable and measurable attributes and skills required to perform successfully the essential functions of the job and are generally demonstrated through qualifying experience, education, or licensure/certification. *Ability to use statistics to evaluate and interpret data, summarize results, make judgments, and recommendations regarding quality & process improvement work, including, but not limited to resource utilization, clinical practice patterns and clinical pathway effectiveness *Demonstrated ability as highly creative, highly motivated, high-energy self-starter, who also possesses excellent tact and judgment for handling confidential and/or sensitive issues *Expertise in advanced quantitative and relational database tools (i.e. advanced Excel, SQL, statistical packages: R/Python/SAS/STATA) *Expertise with Business Intelligence reporting and data visualization tools (i.e. SAP BusinessObjects, Power BI, Tableau) *Outstanding organizational and project planning skills. Ability to perform complex tasks, prioritize multiple independent projects and meet challenging deadlines *Experience with electronic health record (EHR) data highly desirable *Knowledge of and experience with healthcare improvement science methods and tools (i.e. Cause and Effect Analysis, Statistical Process Control Chart, Key Driver Diagram). PHYSICAL REQUIREMENTS The Physical Requirements and Working Conditions in which the job is typically performed are available from the Occupational Health Department. Reasonable accommodation will be made to enable individuals with disabilities to perform the essential functions of the job. ## Additional Information Pay Range Compensation is based on the level and requirements of the role. Salary within our ranges may also be determined by your education, experience, knowledge, skills, location, and abilities, as required by the role, as well as internal equity and alignment with market data. Typically, new team members join at the minimum to mid salary range. Minimum to Midpoint Range (Hourly): $53.98 to $71.57 Stanford Medicine Children's Health (SMCH) strongly values diversity and is committed to equal opportunity and non-discrimination in all of its policies and practices, including the area of employment. Accordingly, SMCH does not discriminate against any person on the basis of race, color, sex, sexual orientation or gender identity, religion, age, national or ethnic origin, political beliefs, marital status, medical condition, genetic information, veteran status, or disability, or the perception of any of the above. People of all genders, members of all racial and ethnic groups, people with disabilities, and veterans are encouraged to apply. Qualified applicants with criminal convictions will be considered after an individualized assessment of the conviction and the job requirements, and where applicable, in compliance with the San Francisco Fair Chance Ordinance.", "summaryDescription" : "Analytics & Clinical Effectiveness Specialist - Center for IBD and Celiac Disease at Stanford Medicine Children's Health. Skills: Data analysis, Clinical effectiveness, Business intelligence. Develop reporting solutions. Automate reporting solutions", "postedDate" : "2026-06-15T17:44:38.000", "createdAt" : "2026-06-15T23:43:25.937", "lastUpdated" : "2026-06-16T09:01:16.687", "ingestTimestamp" : "2026-06-15T23:43:25.937", "mongoId" : "6a305513f292fd229cf1db80", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 110240, "salaryAnnualMax" : 147680, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Data analysis", "Statistical modeling", "Data curation", "Data discovery", "Clinical effectiveness", "Business intelligence", "Project management", "Improvement science", "Project planning", "IBD", "Celiac Disease", "Healthcare improvement science", "Cause and Effect Analysis", "Statistical Process Control Chart", "Key Driver Diagram", "SAP BusinessObjects", "Power BI", "Tableau" ], "skillCount" : 18, "jobCategory" : "engineering", "jobSubcategory" : "data", "seniorityLevel" : "Mid", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a305855f292fd229cf41609", "title" : "Analytics & Clinical Effectiveness Specialist - Center for IBD and Celiac Disease", "company" : "Stanford Medicine Children's Health", "industry" : "Hospital And Health Care", "salary" : { "min" : 53.0, "max" : 71.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "PALO ALTO, CA, United States", "locations" : [ "PALO ALTO", "CA", "United States" ], "timestamp" : "2026-06-16T09:24:28.758", "fingerprint" : "6a0cca593e035b418034395e772e93865879245b7019dd6fa804f94a93678900", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/StanfordMedicineChildrensHealth/3743990013624356-analytics-clinical-effectiveness-specialist-center-for-ibd-and-celiac-disease", "externalId" : "3743990013624356", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Palo Alto", "state" : "California", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.4443293,-122.1598465" } ], "locationText" : "Palo Alto, California, United States", "employmentType" : "FULL_TIME", "experienceLevel" : "not-applicable", "technicalSkills" : "SQL, Business Intelligence, Data visualization, SAP BusinessObjects, Power BI, Tableau", "professionalSkills" : [ "Project management", "Improvement science" ], "hardSkillsList" : [ "Data analysis", "Statistical modeling", "Data curation", "Data discovery" ], "hardSkills" : [ { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Statistical modeling", "level" : "intermediate" }, { "name" : "Data curation", "level" : "intermediate" }, { "name" : "Data discovery", "level" : "intermediate" } ], "majorSkills" : "Data analysis, Clinical effectiveness, Business intelligence", "majorSkillsList" : [ "Data analysis", "Clinical effectiveness", "Business intelligence" ], "coreResponsibilities" : "Develop reporting solutions, Automate reporting solutions, Design reporting solutions, Plan reporting solutions, Summarize data, Create data reports, Create visualizations, Create BI reporting, Identify reporting needs, Prepare documentation, Interpret data analyses, Apply findings to context, Develop insights, Develop reports, Develop presentations, Enable data-driven decisions, Influence decisions, Provide data context, Consult with stakeholders, Identify business outcomes, Translate business questions, Determine data requirements", "teamCollaboration" : "Interdisciplinary teams; Business units; IS-Analytics; IS-Clinical Informatics; Patient Care Service lines", "projectManagementSkills" : [ "Project planning" ], "domainKnowledge" : "IBD; Celiac Disease; Healthcare improvement science; Cause and Effect Analysis; Statistical Process Control Chart; Key Driver Diagram; Quality; Safety; Service; Equity", "domainList" : [ "ibd", "celiac-disease", "healthcare-improvement-science", "cause-and-effect-analysis", "statistical-process-control-chart", "key-driver-diagram", "quality", "safety", "service", "equity" ], "domainSpecificKnowledge" : [ "IBD", "Celiac Disease", "Healthcare improvement science", "Cause and Effect Analysis", "Statistical Process Control Chart", "Key Driver Diagram", "Quality", "Safety", "Service", "Equity" ], "toolProficiency" : [ "SAP BusinessObjects", "Power BI", "Tableau" ], "communicationSkills" : "Presentations", "documentationSkills" : "Documentation", "problemSolvingSkills" : "Analytical thought", "specialRequirements" : "35 month fixed term", "qualificationsBasic" : "5+ years experience, SQL proficiency, Bachelor's degree", "qualificationsPreferred" : "PhD preferred, Experience with EHR data, Cloud platform certs", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "At Lucile Packard Children’s Hospital Stanford, we know world-renowned care begins with world-class caring. That's why we combine advanced technologies and breakthrough discoveries with family-centered care. It's why we provide our caregivers with continuing education and state-of-the-art facilities, like the newly remodeled Lucile Packard Children's Hospital Stanford. And it's why we need caring, committed people on our team - like you. Join us on our mission to heal humanity, one child and family at a time. Job ID: LP_00021614-2656735 This is a 35 month fixed term position JOB SUMMARY This paragraph summarizes the general nature, level and purpose of the job. The Analytics & Clinical Effectiveness (A&CE) Specialist at Stanford Medicine Children's Health is a key contributor to the Analytics & Clinical Effectiveness Department within the Center for Pediatric & Maternal Value (cpmV). This role involves collaborating closely with the Center for Pediatric Inflammatory Bowel Disease (IBD) and Celiac Disease. The Center for IBD and Celiac Disease provides children and young adults with the very latest solutions for a wide variety of digestive inflammatory diseases. This role involves collaborating closely with interdisciplinary teams and serves as an analytical thought partner to a successful clinical effectiveness program, emphasizing efficient and effective care management and innovative clinical process redesign. The specialist is responsible for in-depth data discovery, curating and analyzing comprehensive healthcare data to reveal impactful insights and support data-driven decision making and improvements. They translate complex business questions into effective analytics solutions, such as Business Intelligence reports, statistical models or interactive data visualizations, serving as a steward of data integrity and best practices. With a high sense of curiosity and keen attention to detail, the specialist integrates project management and improvement science to interpret analytic findings, communicate insights effectively, and support clinical performance improvement. The specialist identifies opportunities for improvement via evidence-based practices, regulatory and accrediting agency requirements, and current performance in Quality, Safety, Service and Equity Key Performance Indicators. Quality, Safety, Service and Equity Key Performance Indicators. The specialist will collaborate with various business units for key elements of SMCH’s Quality portfolio. Some examples include Clinical Effectiveness Programs; Quality Improvement; Performance Improvement; Patient Safety; Peer Review function; Infection Prevention & Control; Accreditation and Regulatory Compliance; Patient & Family Experience; Health Equity; IS-Analytics; IS-Clinical Informatics, Financial Planning & Decision Support and various Patient Care Service lines/units/clinics. ESSENTIAL FUNCTIONS The essential functions listed are typical examples of work performed by positions in this job classification. They are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Employees may also perform other duties as assigned. Employees must abide by all Joint Commission Requirements including but not limited to sensitivity to cultural diversity, patient care, patient rights and ethical treatment, safety and security of physical environments, emergency management, teamwork, respect for others, participation in ongoing education and training, communication and adherence to safety and quality programs, sustaining compliance with National Patient Safety Goals, and licensure and health screenings. Must perform all duties and responsibilities in accordance with the hospital’s policies and procedures, including its Service Standards and its Code of Conduct. *Develops, implements, and automates reporting solutions by working with stakeholders in their design, planning, and implementation while ensuring consistency and coherency; evaluating and summarizing data and results; creating summary statistics; developing data reports, visualizations, and/or interactive Business Intelligence (BI) reports; reporting to stakeholders on key findings; identifying needs for the development and implementation of additional reporting solutions; and preparing documentation as appropriate. *Interprets data analyses by applying findings to contextual settings; and developing insights, reports, and presentations telling a compelling story to stakeholders to enable and influence decision making; and providing context related to data interpretations and/or limitations as appropriate. *Drives strategic data-informed decisions by consulting with stakeholders to identify and clarify key business needs; developing outcomes and process measures; translating business requirements; determining data/information needs and data collection methods; developing analysis plans; measuring the impact of business decisions on clients, customers, and/or members; working with stakeholders to identify opportunities and methods to improve efficiencies with analysis; supporting and training end-users; and documenting processes and deliverables. *Develops analytical and/or statistical models enabling informed business decisions by determining data and analytical requirements; creating models leading to actionable insights; and testing, refining, and validating models. *Researches and designs effective and innovative analytics strategies to measure and improve departmental and organizational goals. *Works collaboratively with quality & performance improvement teams to develop measures for monitoring and reporting clinical outcomes and process improvement. *Provides consultative and analytic expertise to cpmV and to interdisciplinary clinical effectiveness initiative teams in SMCH data models and systems. Acts as a resource in the interpretation and use of data generated by the department and utilized throughout the organization. *Represents and serves as an authority on Quality, Safety, Service and Equity related analytics at meetings, initiatives and on committees. *Collaborates within the hospital and clinics, the School of Medicine, medical and patient care staffs, and with external agencies and stakeholders to achieve optimal outcomes and improve clinical performance. ## Qualifications MINIMUM QUALIFICATIONS Any combination of education and experience that would likely provide the required knowledge, skills and abilities as well as possession of any required licenses or certifications is qualifying. Education: Bachelor’s degree in a work-related field/ discipline from an accredited college or university. Master's degree preferred. Experience: Three (3) years of progressively responsible and directly related work experience. Five (5) years of experience preferred. Licensure/Certification: None required. KNOWLEDGE, SKILLS, & ABILITIES These are the observable and measurable attributes and skills required to perform successfully the essential functions of the job and are generally demonstrated through qualifying experience, education, or licensure/certification. *Ability to use statistics to evaluate and interpret data, summarize results, make judgments, and recommendations regarding quality & process improvement work, including, but not limited to resource utilization, clinical practice patterns and clinical pathway effectiveness *Demonstrated ability as highly creative, highly motivated, high-energy self-starter, who also possesses excellent tact and judgment for handling confidential and/or sensitive issues *Expertise in advanced quantitative and relational database tools (i.e. advanced Excel, SQL, statistical packages: R/Python/SAS/STATA) *Expertise with Business Intelligence reporting and data visualization tools (i.e. SAP BusinessObjects, Power BI, Tableau) *Outstanding organizational and project planning skills. Ability to perform complex tasks, prioritize multiple independent projects and meet challenging deadlines *Experience with electronic health record (EHR) data highly desirable *Knowledge of and experience with healthcare improvement science methods and tools (i.e. Cause and Effect Analysis, Statistical Process Control Chart, Key Driver Diagram). PHYSICAL REQUIREMENTS The Physical Requirements and Working Conditions in which the job is typically performed are available from the Occupational Health Department. Reasonable accommodation will be made to enable individuals with disabilities to perform the essential functions of the job. ## Additional Information Pay Range Compensation is based on the level and requirements of the role. Salary within our ranges may also be determined by your education, experience, knowledge, skills, location, and abilities, as required by the role, as well as internal equity and alignment with market data. Typically, new team members join at the minimum to mid salary range. Minimum to Midpoint Range (Hourly): $53.98 to $71.57 Stanford Medicine Children's Health (SMCH) strongly values diversity and is committed to equal opportunity and non-discrimination in all of its policies and practices, including the area of employment. Accordingly, SMCH does not discriminate against any person on the basis of race, color, sex, sexual orientation or gender identity, religion, age, national or ethnic origin, political beliefs, marital status, medical condition, genetic information, veteran status, or disability, or the perception of any of the above. People of all genders, members of all racial and ethnic groups, people with disabilities, and veterans are encouraged to apply. Qualified applicants with criminal convictions will be considered after an individualized assessment of the conviction and the job requirements, and where applicable, in compliance with the San Francisco Fair Chance Ordinance.", "summaryDescription" : "Analytics & Clinical Effectiveness Specialist - Center for IBD and Celiac Disease at Stanford Medicine Children's Health. Skills: Data analysis, Clinical effectiveness, Business intelligence. Develop reporting solutions. Automate reporting solutions", "postedDate" : "2026-06-15T17:44:38.000", "createdAt" : "2026-06-15T23:35:08.707", "lastUpdated" : "2026-06-16T09:24:28.758", "ingestTimestamp" : "2026-06-15T23:35:08.707", "mongoId" : "6a305855f292fd229cf41609", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 110240, "salaryAnnualMax" : 147680, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Data analysis", "Statistical modeling", "Data curation", "Data discovery", "Clinical effectiveness", "Business intelligence", "Project management", "Improvement science", "Project planning", "IBD", "Celiac Disease", "Healthcare improvement science", "Cause and Effect Analysis", "Statistical Process Control Chart", "Key Driver Diagram", "Quality", "Safety", "Service", "Equity", "SAP BusinessObjects", "Power BI", "Tableau" ], "skillCount" : 22, "jobCategory" : "engineering", "jobSubcategory" : "data", "seniorityLevel" : "Mid", "dataQualityScore" : 1.0, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "69ce5e5f9bc74574cb67a5ab", "title" : "High School: Aide Special Education Behavior Support Services (BSS) 2026-2027", "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, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T06:05:20.878", "fingerprint" : "365d4ec18c6186fb865dc6026c0728c6a3790c76d0a3741a5559c3bf72ea74db", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186332", "externalId" : "186332", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavior Support Services", "IEP implementation", "Data collection", "Data analysis", "Lesson plan implementation", "Behavior intervention plans", "Social skills training", "Crisis intervention training" ], "hardSkillsList" : [ "Academic support", "Behavioral support", "Social support", "Self-care support", "Teaching techniques", "Instructional activities", "Personal care services", "Written communication", "Oral communication" ], "hardSkills" : [ { "name" : "Academic support", "level" : "intermediate" }, { "name" : "Behavioral support", "level" : "intermediate" }, { "name" : "Social support", "level" : "intermediate" }, { "name" : "Self-care support", "level" : "intermediate" }, { "name" : "Teaching techniques", "level" : "intermediate" }, { "name" : "Instructional activities", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Written communication", "level" : "intermediate" }, { "name" : "Oral communication", "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, Assist teacher and staff, Implement students' IEP, Document students' IEP, Maintain safe environment, Maintain engaging environment, Provide consistent expectations, Provide consistent routines, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement Behavior Support Services Critical Elements, Implement academic lessons, Implement functional lessons, Maintain collaborative working relationship, Execute behavioral strategies, Collect data, Analyze data, Monitor progress towards IEP goals, Assist students with personal care, Implement lesson plans, Implement IEPs, Implement behavior intervention plans, Implement accommodations, Implement modifications, Align lesson plans, Prepare behavioral materials, Organize behavioral materials, Prepare instructional materials, Organize instructional materials, Conduct social skills training, Monitor student behaviors, Assist students with feeding, Assist students with cleaning, Assist students with dressing, Assist students with lifting, Assist students with positioning, Assist students with toileting, Assist students with changing, Safeguard confidentiality, Record service implementation, Conduct professional activities, Maintain written communication, Maintain oral communication, Maintain regular communication with students, Maintain regular communication with staff, Participate in professional development, Respond to risk behavior, Maintain emotional control, Rationally detach during interruptions", "teamCollaboration" : "Collaborative working relationship; Collaborate with general education teachers; Collaborate with classroom teacher; Collaborate with student personnel; Collaborate with school personnel; Collaborate with staff", "domainKnowledge" : "Emotional disabilities; Behavioral disabilities; IEP; ARD documentation; Positive Behavior Support; Crisis intervention", "domainList" : [ "emotional-disabilities", "behavioral-disabilities", "iep", "ard-documentation", "positive-behavior-support", "crisis-intervention" ], "domainSpecificKnowledge" : [ "Emotional disabilities", "Behavioral disabilities", "IEP", "ARD documentation", "Positive Behavior Support", "Crisis intervention" ], "toolProficiency" : [ "Windows", "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation; Document IEP", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Respond to risk behavior; Maintain emotional control; Rationally detach", "specialRequirements" : "Work outside 25 percent, Exposed to elements, Inclement weather, Exposure to bodily fluids, Physically restraining students, Lift up to adult size student, Two-man lift, 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, 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", "summaryDescription" : "High School: Aide Special Education Behavior Support Services (BSS) 2026-2027. Skills: Behavior Support, IEP implementation, Student support. Provide academic support. Provide behavior support", "createdAt" : "2026-06-14T18:51:26.609", "lastUpdated" : "2026-06-16T06:05:20.878", "ingestTimestamp" : "2026-06-14T18:51:26.609", "mongoId" : "69ce5e5f9bc74574cb67a5ab", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Academic support", "Behavioral support", "Social support", "Self-care support", "Teaching techniques", "Instructional activities", "Personal care services", "Written communication", "Oral communication", "Behavior Support", "IEP implementation", "Student support", "Behavior Support Services", "Data collection", "Data analysis", "Lesson plan implementation", "Behavior intervention plans", "Social skills training", "Crisis intervention training", "Emotional disabilities", "Behavioral disabilities", "IEP", "ARD documentation", "Positive Behavior Support", "Crisis intervention", "Texas Educational Aide 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"2026-06-16T03:35:39.197", "fingerprint" : "e2d0fda42203a8947bd56f4e407578433c9ecab17474426b4af9dbb678eac479", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186396", "externalId" : "186396", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional planning", "Data collection", "Record maintenance", "Case management", "Coaching duties" ], "hardSkillsList" : [ "Special education instruction", "Behavioral intervention", "Social skills development", "Self-care skills", "Academic curriculum", "IEP implementation", "Lesson plan preparation", "Assessment results utilization", "Adaptive equipment use", "Assistive technology use", "Personal care provision", "TEKS compliance", "Progress reporting", "ARD document preparation", "Professional development participation", "Paraprofessional support", "UIL rules adherence", "Athletic program support" ], "hardSkills" : [ { "name" : "Special education instruction", "level" : "intermediate" }, { "name" : "Behavioral intervention", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Self-care skills", "level" : "intermediate" }, { "name" : "Academic curriculum", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Lesson plan preparation", "level" : "intermediate" }, { "name" : "Assessment results utilization", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care provision", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Progress reporting", "level" : "intermediate" }, { "name" : "ARD document preparation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "UIL rules adherence", "level" : "intermediate" }, { "name" : "Athletic program support", "level" : "intermediate" } ], "majorSkills" : "Special Education, In-Class Support, Co-Teaching, IEP Development", "majorSkillsList" : [ "Special Education", "In-Class Support", "Co-Teaching", "IEP Development" ], "coreResponsibilities" : "Provide instruction to students with disabilities, Access grade-level curriculum, Prepare lesson plans, Organize instructional materials, Maintain knowledge of disability awareness, Plan and implement specially designed instruction, Provide instruction and assessments, Utilize data collection tools, Monitor and adjust educational plans, Use adaptive equipment, Use assistive technology, Fully implement students' IEPS, Provide for basic needs of students, Collaborate with general education teachers, Maintain updated knowledge of content, Maintain confidentiality of student information, Work collaboratively with parents and students, Develop individual education program (IEP), Develop present levels of academic achievement, Develop functional performance goals, Develop Annual Goals/Objectives, Arrange and prepare draft ARD documents, Participate in students' Full Individual Evaluation, Provide progress reports to parents, Participate in required ARD meetings, Serve as Special Education Case Manager, Follow district, state, and federal guidelines, Conduct and maintain SHARS tasks, Participate in professional development, Provide support to paraprofessionals, Participate in Professional Learning Communities, Perform coaching duties as assigned, Assist Athletic Department with budget, Assist Athletic Department with schedules, Assist Athletic Department with facility care", "teamCollaboration" : "Collaborate with general education teachers; Work collaboratively with parents; Work collaboratively with students; Work collaboratively with school community personnel; Participate in Professional Learning Communities; Collaborate with Athletic Department", "domainKnowledge" : "Special Education Law; UIL rules and regulations", "domainList" : [ "special-education-law", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "Special Education Law", "UIL rules and regulations" ], "documentationSkills" : "Maintain accurate records; Document provision of services; Develop PLAAFP; Develop Annual Goals/Objectives; ARD documents; Progress reports", "continuousLearning" : "Participate in professional development", "specialRequirements" : "Lifting and positioning students, Hands-on intervention strategies, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses, Work outside up to 25%, Work prolonged or irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Bachelor's degree, EC-12 Special Education certification, Valid Driver's license", "qualificationsPreferred" : "CDL Certification preferred if coaching, Coaching experience preferred if coaching", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher SPED HS Co-Teach/IC Support will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. In-Class Support/Co-teach services are designed for students with varying disabilities receiving instruction in the general education setting. 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 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 students' assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Maintain knowledge of disability awareness in order to plan and implement appropriate specially designed instruction to enable students full access to the general education curriculum Plan, develop, and provide instruction and assessments to students with Co-Teach and In-Class Support special education services 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 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 Serve as a Special Education Case Manager for assigned students served with special education services 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 Participate in Professional Learning Communities (PLCs) and other collaborative meetings to review, evaluate, and plan for the needs of students served with special education services 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 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 Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport 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 behaviors 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 preteen and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "High School: Teacher Special Education In-Class Support/Co-Teach 2026-2027. Skills: Special Education, In-Class Support, Co-Teaching, IEP Development. Provide instruction to students with disabilities. Access grade-level curriculum", "createdAt" : "2026-06-14T19:47:24.530", "lastUpdated" : "2026-06-16T03:35:39.197", "ingestTimestamp" : "2026-06-14T19:47:24.530", "mongoId" : "69ce5e5f9bc74574cb67a56f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education instruction", "Behavioral intervention", "Social skills development", "Self-care skills", "Academic curriculum", "IEP implementation", "Lesson plan preparation", "Assessment results utilization", "Adaptive equipment use", "Assistive technology use", "Personal care provision", "TEKS compliance", "Progress reporting", "ARD document preparation", "Professional development participation", "Paraprofessional support", "UIL rules adherence", "Athletic program support", "Special Education", "In-Class Support", "Co-Teaching", "IEP Development", "Instructional planning", "Data collection", "Record maintenance", "Case management", "Coaching duties", "Special Education Law", "UIL rules and regulations", "EC-12 Special Education certification", "Valid Driver's license", "CDL Certification" ], "skillCount" : 32, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca63974d8ee00a09ba2e6", "title" : "Clinical Support Specialist", "company" : "MTC Care", "industry" : "Healthcare", "salary" : { "min" : 42000.0, "max" : 58000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an entry-level Clinical Support Specialist in Maine, United States, adjusted for the healthcare industry and company size." }, "location" : "Maine, United States", "locations" : [ "Maine", "United States" ], "timestamp" : "2026-06-15T22:22:33.896", "fingerprint" : "25fcdbc7e940528db6ee4fdbc9bc904df6ed22309012aba5516200537f915ca4", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/meditelecare/jobs/4705049005", "externalId" : "4705049005", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Maine", "country" : "United States", "continent" : "na", "workMode" : "hybrid" } ], "locationText" : "Maine, United States", "minimumEducation" : "High School Diploma", "rawDescription" : "POSITION SUMMARY: The Clinical Support Specialist (“CSS”) role is designed to provide both onsite/in-person clinical facilitation and remote administrative duties. In person, a CSS works with a clinician to facilitate care visits for patients. Remotely, a CSS works on administrative duties that include, but are not limited to, chart preparation and Behavioral Health Integration. *Please note - This role requires flexibility and may require up to 5 days per week onsite or a mix of remote and onsite, varying week to week, depending on team and business priorities.* ESSENTIAL FUNCTIONS: Onsite Clinical Facilitation Assisting patients by offering education related to their behavioral health visits, whether the treating clinician is conducting the visit in person or via telehealth Providing technical support and assistance for telehealth visits to include room and equipment preparation Supporting clinicians by accessing vitals and other relevant data from the facility’s EMR Procurement of patient referral documents as needed Acting as a liaison between the clinicians and the facility staff Interacting with staff and/or family members as necessary Maintaining responsibility for proper handling and cleaning of MTC Care equipment Behavioral Health Integration (“BHI”) Completing assigned number of BHI cases within the required timeline by gathering necessary information from patient medical records and entering it into the company’s BHI system/software. Clinician Support Providing assistance to assigned clinicians by accessing the facility’s EMR and recording relevant data into our EHR system in preparation for the clinical visit Working closely with the clinician to assure that patient visits run smoothly and efficiently GENERAL REQUIREMENTS: All Clinical Support Specialists are expected to perform all of the core functions as described above as assigned. Each individual role may change from time to time depending on scheduling, the needs of our facility partners, clinician needs, and changes in the healthcare industry. EDUCATION, EXPERIENCE AND LICENSING: Minimum High School Diploma required 1+ year in a healthcare setting preferred, but not required Medical Assistant or CNA certification a plus KNOWLEDGE, SKILLS AND ABILITIES: Basic working knowledge of medical terminology Experience in the use of online healthcare tools Proficiency in Microsoft Office Suite – Outlook, Word, Excel Ability to maintain full confidentiality and compliance with sensitive medical information, including but not limited to HIPAA protected information and PHI. Commitment to providing platinum-level customer service and communication Ability to embrace a company culture of caring and kindness PHYSICAL AND ENVIRONMENTAL REQUIREMENTS: A dedicated home office space with a closing door that is free from distractions and meets HIPAA and PHI standards A reliable home internet connection A valid driver’s license and reliable mode of transportation The ability to travel up to 1 hour in any direction from home office to cover clinics when needed Ability to stand, walk, see, speak, hear – both in person and remotely; use hands, fingers to type or use manual equipment, reach with hands and arms. Regularly required to stoop, bend, crouch. Specific vision requirements include close-up corrected vision Must be able to lift, push, pull up to 30 lbs. without restrictions Ability to remain sedentary for long periods of time while working on administrative tasks May be exposed to bodily fluids, viruses or other infectious diseases within a healthcare facility Potential exposure to cleaning chemicals used within a healthcare facilities DISCLAIMER: This description is not a complete listing of every responsibility, task, and requirement for a Clinical Support Specialist. MTC Care reserves the right to add, delete, or re-assign portions of this description at any time based on business and patient needs. About Us MTC Care is the industry leader in providing exceptional behavioral health services to patients residing in skilled nursing and assisted living communities. Our commitment to delivering top-notch behavioral health services reflects a deep understanding of the challenges faced by aging residents. Our clinical team includes trained psychiatry and psychology providers with a focus on tailored interventions to ensure quality of life for patients, a supportive environment that promotes mental well-being, interdisciplinary collaboration, and compliance with regulatory organizations. MTC Care is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law. We are committed to fostering an inclusive and diverse workplace.", "summaryDescription" : "Clinical Support Specialist at MTC Care", "postedDate" : "2026-06-14T19:26:08.584", "createdAt" : "2026-06-14T19:26:08.584", "lastUpdated" : "2026-06-15T22:22:33.896", "ingestTimestamp" : "2026-06-14T19:26:08.584", "mongoId" : "6a2ca63974d8ee00a09ba2e6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 42000, "salaryAnnualMax" : 58000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "healthcare", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "69fd35614c40e2acd1b31ed7", "title" : "Special Education Teacher- Interrelated Secondary High School", "company" : "Sowers Alternative High School", "industry" : "Education", "salary" : { "min" : 750000.0, "max" : 1200000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for a Special Education Teacher in India, with adjustments for mid-level seniority and the education industry." }, "location" : "Sowers Alternative High School", "locations" : [ "Sowers Alternative High School", "2400 Wassall", "67216" ], "certifications" : [ "Kansas Teaching License" ], "timestamp" : "2026-06-15T09:10:07.567", "fingerprint" : "bea5ed1abff65c08bd2904a9dfbb2b113128a44b69123202a108084f20ba8b62", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98893", "externalId" : "98893", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "experienceMinYears" : 5, "experienceMaxYears" : 10, "experienceLevel" : "Senior", "professionalSkills" : [ "Decision making", "Prioritization" ], "hardSkillsList" : [ "Curriculum development", "Student assessment", "Behavior management" ], "hardSkills" : [ { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan instruction for students, Provide instruction in classroom, Meet learning objectives, Create interest in learning, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Implement IEP for student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with staff, Report student grades, Input student data, Negotiate schedules, Communicate with participants, Control classroom behavior, Adapt course content, Adjust reading levels, Build memory skills, Build study skills, Assist students individually, Assist students in groups, Present learning opportunities, Prepare reinforcement activities, Evaluate student progress, Communicate student progress, Plan assessments, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress regularly, Design classroom rules, Handle student behavior, Prepare classroom physical condition, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students; Personnel within district; Customers; Vendors; Department supervisor; Colleagues", "domainKnowledge" : "Special education; Individual Education Plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Daily records", "specialRequirements" : "Occasional lifting, Occasional carrying, Pushing/pulling, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel", "outcomesObjectives" : "Achieve academic objectives; Achieve daily living objectives; Achieve social skills objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Master's in special education, Special Ed Waiver obtained, Valid Kansas Driver's License", "qualificationsPreferred" : "Prior teaching experience preferred, Enrolled in Special Ed Degree program", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher- Interrelated Secondary High School Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Special Education Teacher- Interrelated Secondary High School at Sowers Alternative High School. 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Special Education Teacher- Interrelated Secondary High School. Skills: Special education, IEP implementation, Student learning. Plan instruction for students. 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Regional market", "domainList" : [ "local-market", "regional-market" ], "domainSpecificKnowledge" : [ "Local market", "Regional market" ], "toolProficiency" : [ "Microsoft Office", "Excel", "Word", "Project" ], "communicationSkills" : "Client presentations; Written communication; Verbal communication", "specialRequirements" : "Willing to travel", "qualificationsBasic" : "Bachelor's degree in Architecture, 15 years related experience, 7 years project management experience, Registered Architect, Experience on large-scale projects, Lead a team on projects, Make client presentations, Experience with Microsoft Office, Knowledge of local market, Experience within regional market, Team leadership skills, Mentoring skills, Motivational skills, Organizational skills, People skills, Willing to travel", "qualificationsPreferred" : "Extensive knowledge and experience within the local and regional market", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Required Qualifications Bachelor's degree in Architecture 15 years related experience A minimum 7 years project management experience Registered Architect Must have experience on large-scale projects Must be able to lead a team on projects and make client presentations Experience with Microsoft Office (Word, Excel, Project) Extensive knowledge and experience within the local and regional market Strong team leadership, mentoring, motivational/organizational and people skills Excellent written and verbal communication skills Must be willing to travel An attitude and commitment to being an active participant of our employee-owned culture is a must What We Believe HDR is our company. Together, we build on each other's life experiences and perspectives to make great things possible every day. This shapes our collaborative culture, encourages organizational trust and connects us closer to the clients and communities we serve. Our Commitment As employee owners, we all have a role in creating an inclusive environment where each of us is welcomed, valued, respected and empowered to bring our authentic selves to work every day. Our eight Employee Network Groups (Asian Pacific, Black, Hispanic/Latino(a), LGBTQ+, People with Disabilities, Veterans, Women, Young Professionals) help create a sense of belonging and foster a supportive environment where everyone is empowered to engage and contribute. Each group has an executive sponsor and is open to all employees. United States-Virginia-Arlington", "summaryDescription" : "Education and Science Principal at HDR. Skills: Project management, Team leadership. Lead a team on projects. Make client presentations", "createdAt" : "2026-06-14T02:13:41.900", "lastUpdated" : "2026-06-15T07:26:47.129", "ingestTimestamp" : "2026-06-14T02:13:41.900", "mongoId" : "6a16291c58b93c861e95a14e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 175000, "salaryAnnualMax" : 250000, "salaryBand" : "150k-200k", "hasSalary" : true, "allSkills" : [ "Microsoft Office", "Excel", "Word", "Project", "Mentoring", "Motivational", "Organizational", "People skills", "Project management", "Team leadership", "Client presentations", "Local market", "Regional market", "Registered Architect" ], "skillCount" : 14, "jobCategory" : "engineering", "jobSubcategory" : "software", "seniorityLevel" : "Lead", "dataQualityScore" : 0.8888889, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Architecture", "llmIndustryConfidence" : 0.92 }, { "id" : "6a25792574d8ee00a018631c", "title" : "End Users Support Administrator", "company" : "Tigo Guatemala", "salary" : { "min" : 140000.0, "max" : 210000.0, "currency" : "GTQ", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for Guatemala, adjusted for mid-seniority in the telecommunications industry in Guatemala City." }, "location" : "Guatemala City, GT", "locations" : [ "Guatemala City", "GT" ], "timestamp" : "2026-06-15T10:29:42.088", "fingerprint" : "840367d4be9604d42f8b6bd5654b792b330d52ab55b61eac56ab976d0bd0d5e2", "source" : "breezyhr", "language" : "es", "applyUrl" : "https://tigo.breezy.hr/p/8cb77d5e2c1f-end-users-support-administrator", "externalId" : "8cb77d5e2c1f", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Guatemala City", "country" : "Guatemala", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "14.6416142,-90.5132836" } ], "locationText" : "Guatemala City, Guatemala", "employmentType" : "FULL_TIME", "workSiteFlexibility" : "Onsite", "rawDescription" : "[[Descripción del Puesto]]", "summaryDescription" : "End Users 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employment." }, "location" : "North High School", "locations" : [ "North High School", "1437 Rochester", "67203" ], "certifications" : [ "Kansas Teaching License" ], "timestamp" : "2026-06-15T08:36:54.412", "fingerprint" : "8587d8fd866e0f02502567e40660a960c8e211f79ef38406f2d73f6277d73de1", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100956", "externalId" : "100956", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "experienceMinYears" : 5, "experienceMaxYears" : 10, "experienceLevel" : "Senior", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional design", "Data analysis", "Behavior management" ], "hardSkillsList" : [ "IEP development", "Student instruction", "Learning objectives", "Classroom management", 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Administration; Parents; Staff; Students", "domainKnowledge" : "Special education; Individualized Education Program (IEP)", "domainList" : [ "special-education", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Program (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Report grades; Communicate with staff; Communicate with parents; Communicate with students; Communicate with administration", "documentationSkills" : "Keep daily records; Input student data", "problemSolvingSkills" : "Make decisions; Problem solving", "specialRequirements" : "Occasional lifting, Occasional carrying, Pushing/pulling, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel", "outcomesObjectives" : "Maximum student learning; Master learning objectives; Achieve academic objectives; Achieve daily living objectives; Achieve social skills objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Master's in special education, Special Ed Waiver obtained, Valid Kansas Driver's License", "qualificationsPreferred" : "Prior teaching experience preferred, Enrolled in Special Ed Degree program", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher- Interrelated Secondary High School Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Special Education Teacher- Interrelated Secondary High School. 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Provide therapeutic support services. Provide counseling support services", "createdAt" : "2026-06-14T06:53:43.208", "lastUpdated" : "2026-06-15T12:14:55.350", "ingestTimestamp" : "2026-06-14T06:53:43.208", "mongoId" : "6a2cc3ed74d8ee00a0a0b4d2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education" ], "skillCount" : 1, "jobCategory" : "operations", "jobSubcategory" : "hr", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2c6aa574d8ee00a090d12e", "title" : "Helpers for In-Home Support", "company" : "Herewith Caregivers", "industry" : "Healthcare", "salary" : { "min" : 15.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Herewith CG", "locations" : [ "Herewith CG" ], "timestamp" : "2026-06-16T04:27:41.656", "fingerprint" : "8b7a99a3cac074e60f0e7f550cec50cc4c4c1b3c5263f756e463e70bc0a91c75", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/herewithgmbh/jobs/8588650002", "externalId" : "8588650002", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Scottsboro", "state" : "Alabama", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "34.6731323,-86.0338765" } ], "locationText" : "Scottsboro, Alabama, United States", "employmentType" : "PART_TIME", "coreResponsibilities" : "Provide safe transportation, Provide timely transportation, Assist with pick-up, Assist with drop-off, Offer basic support, Offer companionship, Ensure client's comfort, Ensure client's safety", "domainKnowledge" : "In-home support", "domainList" : [ "in-home-support" ], "domainSpecificKnowledge" : [ "In-home support" ], "specialRequirements" : "Physical lifting", "qualificationsBasic" : "Reliable vehicle, Valid driver's license, Clean driving record", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Location: Scottsboro, AL 35769 Start Date: June 22, 2026 Helper Rate: $15 per hour We are seeking a dependable helper/driver to assist a male client in his 60s with transportation to and from a doctor’s appointment. This is a straightforward, low-intensity assignment ideal for caregivers who offer transportation services. Care Responsibilities Provide safe and timely transportation Assist with pick-up and drop-off Offer basic support and companionship during the trip Ensure client’s comfort and safety Appointment Details Date: June 22, 2026 Time: Morning (exact time TBD) Pick-Up: Scottsboro, AL 35769 Destination: The Orthopaedic Center – Huntsville, AL Schedule 2 days per week initially 2:00 PM – 7:00 PM Days are flexible Opportunity to increase up to 5 days per week if it’s a good fit Ideal Candidate Must have a reliable vehicle Valid driver’s license with a clean driving record Punctual and professional Respectful and patient This role is perfect for helper seeking flexible, one-time assignments with potential for future transportation needs. Hiring info: We’re looking for private helpers/ caregivers for clients on Herewith, a free online platform that makes getting hired and paid as a private caregiver fast and easy. Here’s what we provide: ✔️ Free background checks for all applicants ✔️ A professional helper profile to apply for jobs easily ✔️ Real-time job notifications for opportunities in your area ✔️ Convenient mobile app (Helper: Jobs on Herewith) to manage your clients, hours, and payments Once your Herewith helpers profile is set up, you’ll receive instant notifications for new job postings and have the flexibility to apply with just one tap. Get started today and make a meaningful impact in your community! Learn more about Herewith at https://herewith.com/helpers.", "summaryDescription" : "Helpers for In-Home Support at Herewith Caregivers. Provide safe transportation. Provide timely transportation", "postedDate" : "2026-06-14T20:02:23.539", "createdAt" : "2026-06-14T20:02:23.539", "lastUpdated" : "2026-06-16T04:27:41.656", "ingestTimestamp" : "2026-06-14T20:02:23.539", "mongoId" : "6a2c6aa574d8ee00a090d12e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 31200, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "In-home support" ], "skillCount" : 1, "jobCategory" : "sales", "jobSubcategory" : "customer_success", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "69fd35614c40e2acd1b31ede", "title" : "Special Education Safety Support (198-Day)", "company" : "Truesdell Middle School", "industry" : "Education", "salary" : { "min" : 450000.0, "max" : 650000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level Special Education Support roles in India, adjusted for the education industry and a mid-sized company." }, "location" : "Truesdell Middle School", "locations" : [ "Truesdell Middle School", "2464 S. Glenn", "67217" ], "certifications" : [ "Certification in Nonviolent Crisis Intervention - NCI" ], "timestamp" : "2026-06-16T01:21:03.305", "fingerprint" : "348abc78702334091e3e0b0d793947ec72249c4132cdbdd831d846a5d90dbfdd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98796", "externalId" : "98796", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "FULL_TIME", "minimumEducation" : "High School", "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Assist in implementing student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming skills, Participate in collaboration, Participate in conflict resolution, Participate in communication, Provide individual instruction, Provide group instruction, Be assigned to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students using questioning techniques, Assist students using discussion techniques, Assist with student engagement with curriculum, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration into regular education classroom, Assist with designing of instruction, Assist with follow through of instruction, Assist in development of Individual Education Plan (IEP), Assist in implementation of Individual Education Plan (IEP), Demonstrate knowledge of district resources, Assist with planning community based instruction, Assist with implementation of community based instruction, Maintain high level of confidentiality, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Maintain professional rapport with teacher, Maintain professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students by letter, Communicate with students by phone, Communicate with students by e-mail, Communicate with students by fax, Communicate with students by personal contact, Communicate with parents by letter, Communicate with parents by phone, Communicate with parents by e-mail, Communicate with parents by fax, Communicate with parents by personal contact, Communicate with instructional staff by letter, Communicate with instructional staff by phone, Communicate with instructional staff by e-mail, Communicate with instructional staff by fax, Communicate with instructional staff by personal contact, Communicate with support staff by letter, Communicate with support staff by phone, Communicate with support staff by e-mail, Communicate with support staff by fax, Communicate with support staff by personal contact, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Prioritize daily demands, Organize daily demands, Make decisions on recurring assignments, Prioritize recurring assignments, Organize recurring assignments, Respond appropriately to customer needs, Interact with internal customers, Interact with external customers, Provide quick customer service, Provide responsive customer service, Perform other duties as assigned, Assist with additional duties, Comply with USD 259's guidelines for equipment use, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Accept responsibility for travel between buildings, Accept responsibility for travel between assignments, Assist in caring for student's medical needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills instruction; Child development; Language acquisition; District resources", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills-instruction", "child-development", "language-acquisition", "district-resources" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills instruction", "Child development", "Language acquisition", "District resources" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record keeping; Document occurrences", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work; Make decisions on recurring assignments", "specialRequirements" : "Work in various weather conditions, React immediately to emergency situation, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments, Caring for student's medical needs, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or pass state assessment (Title School), Pass Physical Capacity Test (PCP)", "qualificationsPreferred" : "Certification in Nonviolent Crisis Intervention - NCI, In service, training or coursework in first aide, In service, training or coursework in symptoms of child abuse, In service, training or coursework in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Ed Safety Support Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including management of student behavior, classroom safety, instructional assistance, organization, record keeping, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Be assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observe and chart student behavior and assist in discipline of student as instructed by the teacher. Demonstrate the ability to prioritize and organize Demonstrate flexibility and responsiveness Attend and participate in staff meetings, PLCs and parent conferences as required Acquire a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assist students to and from buses and assisting the drivers until departure time Assist in the transportation of students Accept the responsibility for travel between buildings and assignments when necessary Assist in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assist students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Perform other duties as assigned Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance. Knowledge, Skills, and Abilities: Proven use of effective collaboration skills Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Certification in Nonviolent Crisis Intervention - NCI (This will not be provided if not currently certified) - Preferred. Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Special Education Safety Support (198-Day) at Truesdell Middle School. Supervise students in class. Assist in managing classroom routines", "createdAt" : "2026-06-14T18:50:53.792", "lastUpdated" : "2026-06-16T01:21:03.305", "ingestTimestamp" : "2026-06-14T18:50:53.792", "mongoId" : "69fd35614c40e2acd1b31ede", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills instruction", "Child development", "Language acquisition", "District resources", "Certification in Nonviolent Crisis Intervention - NCI", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 17, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31e86", "title" : "Para Special Education High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an entry-level Para Special Education High Incidence position in North High School, United States, adjusted for the education industry and part-time employment." }, "location" : "North High School", "locations" : [ "North High School", "1437 Rochester", "67203" ], "timestamp" : "2026-06-16T01:22:57.876", "fingerprint" : "7083dd74816a6879187c615eaeeefe832c49854a9d853de6a6fe4952fa864cd7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99755", "externalId" : "99755", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Conflict resolution", "Community based instruction", "Confidentiality", "Professional rapport", "Decision making", "Prioritization", "Organization" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist teacher with instruction design, Assist teacher with IEP development, Assist teacher with IEP implementation, Plan community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel between buildings, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Working with support staff; Working with diverse population; Friendly professional manner; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); District resources; Community based instruction; Child development; Language acquisition; Regular education integration; Medical needs assistance; Basic needs assistance", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "district-resources", "community-based-instruction", "child-development", "language-acquisition", "regular-education-integration", "medical-needs-assistance", "basic-needs-assistance" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Child development", "Language acquisition", "Regular education integration", "Medical needs assistance", "Basic needs assistance" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "Acquires in-service hours", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Respond to needs", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment (Title School), Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Specifics: This position works 30 hours per week (0.75 FTE) Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:38:19.015", "fingerprint" : "71682d8ba3721a8c3a2f65c46531b6217d36b17f7cb4aab19f515de41d8e258e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=61812", "externalId" : "61812", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit clear written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service/training in first aide, In service/training in symptoms of child abuse, In service/training in symptoms/signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Accept responsibility for travel between buildings, Accept responsibility for travel between assignments, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff; 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assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Comply with USD 259 guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment (Title School), Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills, In service, training or coursework in first aide, In service, training or coursework in symptoms of child abuse, In service, training or coursework in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Special Education High Incidence Position Function: Under the supervision 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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"The estimation is based on the market baseline for an Entry-level Para Special Education High Incidence position in South High School, United States, adjusted for part-time employment." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "timestamp" : "2026-06-16T01:53:16.877", "fingerprint" : "ef88f13abdfd8e3108fc5ae19dd33bb1cb5fabef20418153d7e2983aba2cdb84", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98173", "externalId" : "98173", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Setup classroom for instruction, Integrate technology into classroom, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Prioritize assignments, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Child development; Language acquisition; Individual Education Plan", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "child-development", "language-acquisition", "individual-education-plan" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "In-service training", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel to central offices, Physical restraint technique", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills, In service training in first aide, In service training in symptoms of child abuse, In service training in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:42:36.727", "lastUpdated" : "2026-06-16T01:53:16.877", "ingestTimestamp" : "2026-06-14T20:42:36.727", "mongoId" : "69fd35614c40e2acd1b31efd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2598df74d8ee00a01a418e", "title" : "Para Special Education High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in Mayberry, United States, adjusted for part-time employment." }, "location" : "Mayberry Cultural and Fine Arts Magnet Middle School", "locations" : [ "Mayberry Cultural and Fine Arts Magnet Middle School", "207 S. Sheridan", "67213" ], "timestamp" : "2026-06-16T07:06:38.309", "fingerprint" : "697a661e526307097cf8b9d5ee2b80ee459a37166063708a939d38e560428757", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=101496", "externalId" : "101496", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Mayberry", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.6406559,-77.0994270" } ], "locationText" : "Mayberry, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication with students", "Communication with parents", "Academic instruction", "Teaming skills", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Self-advocacy", "Child development", "Language acquisition", "Instructional design", "IEP development", "IEP implementation", "District resources knowledge", "Community based instruction", "Confidentiality of information", "Professional rapport", "Sensitivity to needs", "Prioritize work", "Organize work", "Make decisions", "Professional manner", "Positive attitude", "Use good judgment", "Conform to standards", "Professional appearance", "Customer service", "Handle all situations", "Tact and diplomacy", "Friendly interaction", "Professional interaction", "Quick customer service", "Responsive customer service" ], "hardSkillsList" : [ "Integration of technology", "Charting student behavior", "Physical restraint technique", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Integration of technology", "level" : "intermediate" }, { "name" : "Charting student behavior", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Basic needs assistance", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Assist in implementing student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in IEP development, Assist in IEP implementation, Plan community based instruction, Implement community based instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with teachers; Collaboration with administrators; Collaboration with support staff; Collaboration with parents", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Special education; Individual Education Plan; Child development; Language acquisition; Medical needs assistance; School nurse supervision", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "special-education", "individual-education-plan", "child-development", "language-acquisition", "medical-needs-assistance", "school-nurse-supervision" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special 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Travel between assignments, Direct supervision of school nurse", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Special skills training, In service in first aide, In service in symptoms of child abuse, In service in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. 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"Discussion techniques", "Student engagement", "Self-advocacy", "Child development", "Language acquisition", "Instructional design", "IEP development", "IEP implementation", "District resources knowledge", "Community based instruction", "Confidentiality of information", "Professional rapport", "Sensitivity to needs", "Prioritize work", "Organize work", "Make decisions", "Professional manner", "Positive attitude", "Use good judgment", "Conform to standards", "Professional appearance", "Customer service", "Handle all situations", "Tact and diplomacy", "Friendly interaction", "Professional interaction", "Quick customer service", "Responsive customer service", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special education", "Individual Education Plan", "Medical needs assistance", "School nurse supervision", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 70, 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"industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Self-advocacy", "Child development", "Language acquisition", "Community based instruction" ], "hardSkillsList" : [ "Behavior charting", "Physical transfers" ], "hardSkills" : [ { "name" : "Behavior charting", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavior intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavior intervention" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Assess crisis situations, Defuse crisis situations, Document student 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. 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Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). 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Maintain discipline; Maintain student records; Meet the needs of all students; Promote students' success on state assessment exams", "qualificationsBasic" : "Current Kansas State teaching license, CTE certificate at High School Level, Endorsement in Cabinet Making, Endorsement in Industrial Arts, Endorsement in Comprehensive Technology Education, Endorsement in Comprehensive Industrial Technology", "qualificationsPreferred" : "Classroom teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Technology Educ-Sr High - Construction Position Function: Teaches and facilitates learning for General Carpentry 1 and 2, maintaining academic progress, discipline, and records for students at the high school grade level. Works with parents and students to provide and implement classroom education to meet the needs of all students. Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Must be able to respond rapidly in emergency situations Must be able to stand for long periods of time, bend, twist balance, stoop, climb steps, reach overhead, lift up to 20 pounds Knowledge, Skills, and Abilities: Knowledge of current teaching methods and educational pedagogy Knowledge of applicable federal and state laws regarding education and students Ability to maintain a classroom of approximately 25 to 28 students Ability and patience to work interactively with students Skill in organization, time management, communication, and interpersonal skills Ability to deliver teaching instruction in accordance with improved curriculum and standards Excellent skills in verbal and written communication Ability to understand the individual needs of each student Ability to effectively use Microsoft Outlook and the student information system Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Essential Performance Responsibilities: Instructs through lectures, discussions and demonstrations in one or more courses of General Carpentry 1 and 2, covering all competencies associated with these courses Emphasizes safe shop practices through safety instruction on equipment, safety tests and documentation of those actions Ensures that all equipment is in safe operating condition, contacting the Career and Technical Education office for work order repairs as needed Participates in pathway advisory committee meetings coordinated by the Career and Technical Education Office Establishes clear objectives for all lessons, units and projects, and communicates those objectives to students Collaborates and communicates with staff to meet the educational needs of students Creates, administers, and grades tests to evaluate student progress Establishes and enforces rules and procedures which help to maintain order in the classroom Observes, evaluates, and prepares reports on the progress of students. Discusses students' problems and progress with parents and staff Participates in faculty and professional meetings, educational conferences, and teacher training workshops Prepares classroom instructions to promote students' success on state assessment exams Observes, enforces and is directed by the policies, rules, and regulations adopted by the school district Qualification Profile: Classroom teaching experience preferred Current Kansas State teaching license or Career and Technical Education (CTE) certificate at High School Level Required with an endorsement in one or more of the following: Cabinet Making Industrial Arts, Comprehensive Technology Education Comprehensive Industrial Technology FLSA Status: Exempt", "summaryDescription" : "Technology Education-Sr High (2026-2027 School Year). Skills: General Carpentry, Student assessment, Classroom management. Teach General Carpentry 1 and 2. Facilitate learning", "createdAt" : "2026-06-14T06:52:00.812", "lastUpdated" : "2026-06-15T08:14:07.709", "ingestTimestamp" : "2026-06-14T06:52:00.812", "mongoId" : "69fd35614c40e2acd1b31eaa", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 75000, "salaryAnnualMax" : 110000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Teaching methods", "Educational pedagogy", "Verbal communication", "Written communication", "General Carpentry", "Student assessment", "Classroom management", "Time management", "Interpersonal skills", "Organization", "Decision making", "Prioritization", "Federal laws regarding education", "State laws regarding education", "General Carpentry 1", "General Carpentry 2", "Career and Technical Education", "Kansas State teaching license", "Career and Technical Education (CTE) certificate", "Student information system" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Senior", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882717d", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Para Special Education High Incidence position in Wichita, United States, adjusted for part-time employment." }, "location" : "Beech Elementary School", "locations" : [ "Beech Elementary School", "1830 S. Cypress", "67207" ], "timestamp" : "2026-06-16T04:41:23.596", "fingerprint" : "c9520fa53263ad605858234ee77f94025c307bb26efe54ae5bc6e15c2a8b80fb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=82571", "externalId" : "82571", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect student behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with regular education students, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Exhibit expressive communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education students; Regular education students; Individual Education Plan (IEP); District resources; Community based instruction; Student medical needs; Child development; Language acquisition", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education-students", "regular-education-students", "individual-education-plan-iep", "district-resources", "community-based-instruction", "student-medical-needs", "child-development", "language-acquisition" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Student medical needs", "Child development", "Language acquisition" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Broadview Cir", "67220" ], "timestamp" : "2026-06-16T01:54:49.006", "fingerprint" : "e3792a89fe4bb5e490f1456541db26137414c014d5617b41ede96e99915a2b83", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99093", "externalId" : "99093", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Dean Ray Stucky Middle School", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.7837304,-100.4458820" } ], "locationText" : "Dean Ray Stucky Middle School, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Classroom setup", "Technology integration", "Teaming skills", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Self-advocacy", "Child development", "Language acquisition", "Community based instruction", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Flexibility", "Responsiveness" ], "hardSkillsList" : [ "Physical restraint technique" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Defuse crisis situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Assist in physical classroom setup, Assist in technology integration, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist with IEP development, Assist with IEP implementation, Demonstrate knowledge of district resources, Assist with community based instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Make decisions, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel between buildings, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with support staff; Collaboration with parents; Collaboration with teachers; Collaboration with administrators", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquire 20 hours in-service annually", "problemSolvingSkills" : "Crisis intervention; Conflict resolution", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Travel between buildings, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist students to and from buses", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Specifics: This position is offered at 0.75 FTE and works 30 hours per week. Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:46:59.417", "fingerprint" : "e1fc744050578e25d853ea1ee436fc9e9818d45181356eee849720fd75764274", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95993", "externalId" : "95993", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff; Working with diverse population; Friendly customer service; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); Child development; Language acquisition; Regular education classroom integration", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "child-development", "language-acquisition", "regular-education-classroom-integration" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "Child development", "Language acquisition", "Regular education classroom integration" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Douglas", "67211" ], "timestamp" : "2026-06-15T22:39:50.091", "fingerprint" : "3f44fac4a67bc5b93041ac6417a0d96f3da216faf48669a424edda3bd9c6a48c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100896", "externalId" : "100896", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Conflict resolution", "Child development", "Language acquisition", "Self-advocacy", "District resource knowledge", "Community instruction", "Confidentiality", "Professional rapport", "Decision making", "Prioritization", "Organization" ], "hardSkillsList" : [ "Academic instruction", "Technology integration", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "IEP development", "IEP implementation", "Community based instruction", "Medical needs care", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Technology integration", "level" : "intermediate" }, { "name" : "Individual instruction", "level" : "intermediate" }, { "name" : "Group instruction", "level" : "intermediate" }, { "name" : "Questioning techniques", "level" : "intermediate" }, { "name" : "Discussion techniques", "level" : "intermediate" }, { "name" : "Student engagement", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Community based instruction", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" }, { "name" : "Basic needs assistance", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education assistance", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Implement interventions to redirect behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist teacher with instruction design, Assist with IEP development, Assist with IEP implementation, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in student discipline, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Assist students to and from buses, Assist drivers until departure, Transport students, Accept travel between buildings, Accept travel between assignments, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Support staff; Classroom teacher; Other staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic skills instruction; Adaptive behavior skills; Special education students; Regular education students; Individual Education Plan; Community based instruction; Child development; Language acquisition; Regular education classroom integration; Nonviolent Crisis Intervention", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-skills-instruction", "adaptive-behavior-skills", "special-education-students", "regular-education-students", "individual-education-plan", "community-based-instruction", "child-development", "language-acquisition", "regular-education-classroom-integration", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic skills instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan", "Community based instruction", "Child development", "Language acquisition", "Regular education classroom integration", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences", "continuousLearning" : "Acquires minimum 20 hours in-service annually; Acquires minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervenes to defuse situations; Make decisions; Prioritize work; Respond to demands", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). Skills: Special education assistance, Behavioral intervention, Student support. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T18:49:44.227", "lastUpdated" : "2026-06-15T22:39:50.091", "ingestTimestamp" : "2026-06-14T18:49:44.227", "mongoId" : "6a1688f458b93c861eafcedb", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Technology integration", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "IEP development", "IEP implementation", "Community based instruction", "Medical needs care", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Special education assistance", "Behavioral intervention", "Student support", "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Conflict resolution", "Child development", "Language acquisition", "Self-advocacy", "District resource knowledge", "Community instruction", "Confidentiality", "Professional rapport", "Decision making", "Prioritization", "Organization", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic skills instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan", "Regular education classroom integration", "Nonviolent Crisis Intervention", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 57, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960824e0937eae70e9c861f", "title" : "Director of Adult Education and Literacy", "company" : "Texas Workforce Commission", "industry" : "Government", "salary" : { "min" : 115000.0, "max" : 165000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Director of Adult Education and Literacy in Austin, TX, adjusted for government industry and seniority." }, "location" : "826340", "locations" : [ "826340", "
Austin:1117 Trinity St (320TX-4002)
1117 Trinity St
Austin, 78701-1919

" ], "timestamp" : "2026-06-15T22:06:56.871", "fingerprint" : "715748ac9b0b6f2ea20cc3cabcaf2373a84b803a7b58c952348b35c30e2d29ba", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa270.taleo.net/careersection/ex/jobdetail.ftl?job=32820", "externalId" : "32820", "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" : "Director", "professionalSkills" : [ "Strategic planning", "Policy development", "Program evaluation", "Business management", "Public administration" ], "hardSkillsList" : [ "Regulatory expertise", "Data-driven decision making" ], "softSkillsList" : [ "Leadership", "Analytical skills", "Problem-solving" ], "hardSkills" : [ { "name" : "Regulatory expertise", "level" : "intermediate" }, { "name" : "Data-driven decision making", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" }, { "name" : "Analytical skills" }, { "name" : "Problem-solving" } ], "majorSkills" : "Strategic planning, Policy development, Program evaluation, Leadership", "majorSkillsList" : [ "Strategic planning", "Policy development", "Program evaluation", "Leadership" ], "coreResponsibilities" : "Perform advanced managerial work, Provide direction and guidance in strategic operations and, Establish strategic plan and goals, Develop policies and procedures, Establish priorities, standards, and measurement tools, Determine progress in meeting goals, Coordinate program activities, Evaluate program activities, Approve budgets, Oversee development and implementation of federal and state, Supervise the work of others, Develop and establish strategic plans, Develop and implement techniques for evaluating program activities, Identify need for changes and improvements, Develop state policies and procedures, Implement and monitor compliance, Represent the agency at business meetings, Represent the agency at hearings, Represent the agency at trials, Represent the agency at legislative sessions, Represent the agency at conferences, Represent the agency at seminars, Represent the agency on boards, Represent the agency on panels, Represent the agency on committees, Review results of special investigations, Review results of internal audits, Review results of research studies, Review results of forecasts, Review results of modeling exercises, Provide direction and guidance", "projectManagementSkills" : [ "Strategic planning", "Objective setting", "Risk assessment", "Decision-making", "Conflict resolution", "Collaborative problem-solving" ], "domainKnowledge" : "Adult education; Literacy programs; Workforce development; Federal laws; State laws; Agency policies; Public administration practices", "domainList" : [ "adult-education", "literacy-programs", "workforce-development", "federal-laws", "state-laws", "agency-policies", "public-administration-practices" ], "domainSpecificKnowledge" : [ "Adult education", "Literacy programs", "Workforce development", "Federal laws", "State laws", "Agency policies", "Public administration practices" ], "communicationSkills" : "Representing the agency", "continuousLearning" : "Training and development opportunities", "problemSolvingSkills" : "Analytical skills; Problem-solver; Data-driven insights", "specialRequirements" : "10% travel within Texas, Must be a Texas resident or willing to relocate to Texas", "outcomesObjectives" : "Ensure successful achievement of goals and objectives", "qualificationsBasic" : "Five years of full-time experience in oversight and direction of an agency or in strategic planning and policy development and implementation, Two years of which must have been in an administrative management or supervisory capacity", "qualificationsPreferred" : "Graduation from an accredited four-year college or university with major coursework in a relative field", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "WHO WE ARE: Texas Workforce Commission connects people with careers across the state. We're a Family Friendly Certified Workplace with great work-life balance, competitive salaries, extensive opportunities for training and development, and fantastic benefits. This position reports onsite to 1117 Trinity Street, Austin, Texas. This role sits within the Workforce Development Division of Texas Workforce Commission. TWC is not considering applications from individuals who require sponsorship for an employment visa, including those currently on student or postgraduate visas. You must be a Texas resident to work for the Texas Workforce Commission or willing to relocate to Texas. WHO YOU ARE: The Director of Adult Education is a strategic and results-oriented leader. They are a proven self-starter with a demonstrated ability to develop and implement strategic plans, policies, and procedures with minimal supervision. This candidate possesses exceptional analytical skills, adept at evaluating program effectiveness and identifying areas for improvement. They are also a confident communicator, capable of representing the agency effectively in various forums, from business meetings to legislative sessions. Furthermore, they are a proactive problem-solver, utilizing data-driven insights from investigations, audits, and research to guide decision-making and ensure the successful achievement of goals and objectives WHAT YOU WILL DO: The Director of Adult Education and Literacy (Director I) performs advanced (senior-level) managerial work providing direction and guidance in strategic operations and planning. Work involves establishing the strategic plan and goals and objectives; developing policies, procedures, and guidelines; establishing priorities, standards, and measurement tools for determining progress in meeting goals; coordinating and evaluating program activities or business functions; and reviewing and approving budgets within departments or divisions. Oversees the development and implementation of federal and state laws, rules, regulations, and policies Supervises the work of others. Works under minimal supervision, with extensive latitude for the use of initiative and independent judgment. YOU WILL BE TRUSTED TO: - Develop and establish strategic plans, including outlined goals and objectives - Develop and implement techniques for evaluating program activities and/or business functions within the department and identifies need for changes and improvements. - Develop state policies, procedures, and guidelines; and implements and monitors compliance - Represents the agency at business meetings, hearings, trials, legislative sessions, conferences, and seminars or on boards, panels, and committees. - Review results of special investigations, internal audits, research studies, forecasts, and modeling exercises to provide direction and guidance. - Perform other duties as needed. YOU QUALIFY WITH: - Five years of full-time experience in the oversight and direction of an agency program; or in strategic planning and policy development and implementation, two years of which must have been in an administrative management or supervisory capacity. - Relevant academic credits may be applied toward experience qualifications for this position. YOU ARE A GREAT FIT WITH: -Graduation from an accredited four-year college or university with major coursework in a relative field. -Regulatory Expertise: Knowledge of relevant local, state, and federal laws and regulations, business/management principles, and public administration practices. -Strategic Planning & Problem Solving: Skill in strategic planning, objective setting, risk assessment, decision-making, conflict resolution, and collaborative problem-solving. -Leadership & Management: Ability to direct program activities, establish strategic goals, identify/solve problems, develop policies, communicate effectively, and supervise others. YOU GAIN: - A Family Friendly Certified Workplace. - Competitive starting salary: $8,551.42 - $8,978.99/month - Defined Retirement Benefit Plan - Optional 401(k) and 457 accounts - Medical Insurance - Paid time off, including time for vacation, sick and family care leave - Additional benefits for active employees can be found at https://www.ers.texas.gov/Active-Employees/Health-Benefits. Duty involves up to 10% travel within the state of Texas. VETERANS: Use your military skills to qualify for this position or other jobs! Go to www.texasskillstowork.com to translate your military work experience and training courses into civilian job terms, qualifications, and skill sets. Also, you can compare this position to military occupations (MOS) at the Texas State Auditor's Office by pasting this link into your browser: https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement.pdf. HOW TO APPLY: To be considered, please complete a State of Texas Application for Employment and apply online at www.workintexas.com or on Taleo ( Job Search ). TWC is not considering applications from individuals who require sponsorship for an employment visa, including those currently on student or postgraduate visas. In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire. A position utilizing this classification will be designated as security sensitive according to the Texas Labor Code, Section 301.042. United States-Texas-Austin", "summaryDescription" : "Director of Adult Education and Literacy at Texas Workforce Commission. Skills: Strategic planning, Policy development, Program evaluation, Leadership. Perform advanced managerial work. Provide direction and guidance in strategic operations and", "createdAt" : "2026-06-14T20:46:25.288", "lastUpdated" : "2026-06-15T22:06:56.871", "ingestTimestamp" : "2026-06-14T20:46:25.288", "mongoId" : "6960824e0937eae70e9c861f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 115000, "salaryAnnualMax" : 165000, "salaryBand" : "100k-150k", "hasSalary" : true, "allSkills" : [ "Regulatory expertise", "Data-driven decision making", "Leadership", "Analytical skills", "Problem-solving", "Strategic planning", "Policy development", "Program evaluation", "Business management", "Public administration", "Objective setting", "Risk assessment", "Decision-making", "Conflict resolution", "Collaborative problem-solving", "Adult education", "Literacy programs", "Workforce development", "Federal laws", "State laws", "Agency policies", "Public administration practices" ], "skillCount" : 22, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Director", "dataQualityScore" : 0.8888889, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Government", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f48", "title" : "Special Education ABC/SAILS Aide - George Bush High School", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Special Education ABC/SAILS Aide in Richmond, United States, with adjustments for the education industry." }, "location" : "TEXAS-RICHMOND-GEORGE BUSH HIGH SCHOOL", "locations" : [ "TEXAS-RICHMOND-GEORGE BUSH HIGH SCHOOL", "
GEORGE BUSH HIGH SCHOOL (11)
6707 FM 1464
RICHMOND, 77407

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-16T06:08:51.756", "fingerprint" : "0d1b6e76b9d7609dc5587343b3489c255eb8b41c5480656c1ed3eae690e65f3f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=179868", "externalId" : "179868", "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", "minimumEducation" : "Associate's", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies", "Academic lessons", "Functional lessons", "Personal care services", "Data collection" ], "hardSkillsList" : [ "IEP targets", "Behavior data" ], "hardSkills" : [ { "name" : "IEP targets", "level" : "intermediate" }, { "name" : "Behavior data", "level" : "intermediate" } ], "majorSkills" : "Student support, Curriculum access, Behavior intervention, Personal care", "majorSkillsList" : [ "Student support", "Curriculum access", "Behavior intervention", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement Individualized Education Plan, Document student's IEP, 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, Intervene using behavior strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality", "teamCollaboration" : "In collaboration with teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavior intervention strategies; Physical restraint strategies; Bodily fluids; Childhood illnesses", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavior-intervention-strategies", "physical-restraint-strategies", "bodily-fluids", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavior intervention strategies", "Physical restraint strategies", "Bodily fluids", "Childhood illnesses" ], "toolProficiency" : [ "Microsoft Office", "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "communicationSkills" : "Communicate information; Communicate ideas", "documentationSkills" : "Documenting IEP; Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Intervene with student behavior", "specialRequirements" : "Lifting/carrying less than 40 pounds, Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Controlling behaviors, Hands-on behavior intervention, Approved physical restraint, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Normal safety precautions, Potential exposure to bodily fluids, Frequent childhood illnesses, Prolonged or irregular hours, Maintain emotional control, Work 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/SAILS HS 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. 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. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-RICHMOND", "summaryDescription" : "Special Education ABC/SAILS Aide - George Bush High School. Skills: Student support, Curriculum access, Behavior intervention, Personal care. Provide direct support to students. 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Hillside", "67219" ], "timestamp" : "2026-06-16T06:11:48.926", "fingerprint" : "8265570e05da130df7dba9bb82c0b3934f4e4bb3e7889e3890c6911d33a56c16", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100919", "externalId" : "100919", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Position Specifics: This positions works 32.5 hours per week (0.81 FTE) FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year)", "createdAt" : "2026-06-14T20:44:01.116", "lastUpdated" : "2026-06-16T06:11:48.926", "ingestTimestamp" : "2026-06-14T20:44:01.116", "mongoId" : "6a172ff558b93c861ed10cec", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827150", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Para Special Education High Incidence position in Enterprise, United States, with adjustments for part-time employment." }, "location" : "Enterprise Elementary School", "locations" : [ "Enterprise Elementary School", "3605 S. Gold", "67217" ], "timestamp" : "2026-06-16T08:19:04.672", "fingerprint" : "a63adc1a699deb1acae8750e428e212b41940f5b91dce10fcca964465e0c50bb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86911", "externalId" : "86911", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Enterprise", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.9027780,-97.1169620" } ], "locationText" : "Enterprise, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T20:39:58.216", "lastUpdated" : "2026-06-16T08:19:04.672", "ingestTimestamp" : "2026-06-14T20:39:58.216", "mongoId" : "6949b14570f0b99d58827150", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a16291c58b93c861e95a421", "title" : "Project Architect - Education, Science, and Sport", "company" : "HDR", "location" : "Multiple Locations", "locations" : [ "Multiple Locations" ], "certifications" : [ ], "timestamp" : "2026-06-15T10:25:56.438", "fingerprint" : "3fed3f5528e1f18922040d512337d6342dc109bbdf47039864406f433f021bf4", "source" : "taleo", "applyUrl" : "https://hdr.taleo.net/careersection/ex/jobdetail.ftl?job=739429", "externalId" : "739429", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Charlotte", "state" : "North Carolina", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite" } ], "locationText" : "Charlotte, North Carolina, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor", "experienceMinYears" : 5, "experienceMaxYears" : 5, "experienceLevel" : "Mid", "technicalSkills" : "Autodesk Revit", "professionalSkills" : [ "Education, Science, and Sport" ], "hardSkillsList" : [ "Registered Architect", "Autodesk Revit" ], "softSkillsList" : [ "Excellent written and communication skills, Excellent analytical and problem-solving skills, An attitude and commitment to being an active participant of our employee-owned culture" ], "hardSkills" : [ { "name" : "Registered Architect", "level" : "intermediate" }, { "name" : "Autodesk Revit", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Excellent written and communication skills, Excellent analytical and problem-solving skills, An attitude and commitment to being an active participant of our employee-owned culture" } ], "majorSkills" : "Autodesk Revit, Architectural contract documents, Specifications, Codes, Graphic presentation", "majorSkillsList" : [ "Autodesk Revit, Architectural contract documents, Specifications, Codes, Graphic presentation" ], "coreResponsibilities" : "Preparation and layout of architectural contract documents and specifications, knowledge of codes and good planning skills.", "teamCollaboration" : "Collaborative culture, active participant of our employee-owned culture.", "projectManagementSkills" : [ "Project Schedule" ], "toolProficiency" : [ "Microsoft Office, Word, Excel, Project Schedule, Autodesk Revit" ], "communicationSkills" : "Excellent written and communication skills", "documentationSkills" : "preparation and layout of architectural contract documents and specifications", "problemSolvingSkills" : "Excellent analytical and problem-solving skills; knowledge of codes and good planning skills", "specialRequirements" : "An attitude and commitment to being an active participant of our employee-owned culture is a must.", "qualificationsBasic" : "Bachelor's degree in Architecture or closely related field, A minimum of 5 years experience, Registered Architect, Experience with Microsoft Office (Word, Excel, Project Schedule), Excellent written and communication skills, Excellent analytical and problem-solving skills, Proficient in use of Autodesk Revit and familiarity with related tools and process, Demonstrated graphic presentation skills, Must have experience in preparation and layout of architectural contract documents and specifications knowledge of codes and good planning skills.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Required Qualifications Bachelor's degree in Architecture or closely related field A minimum of 5 years experience Registered Architect Experience with Microsoft Office (Word, Excel, Project Schedule) Excellent written and communication skills Excellent analytical and problem-solving skills Proficient in use of Autodesk Revit and familiarity with related tools and process Demonstrated graphic presentation skills Must have experience in preparation and layout of architectural contract documents and specifications Strong knowledge of codes and good planning skills An attitude and commitment to being an active participant of our employee-owned culture is a must What We Believe HDR is our company. Together, we build on each other's life experiences and perspectives to make great things possible every day. This shapes our collaborative culture, encourages organizational trust and connects us closer to the clients and communities we serve. Our Commitment As employee owners, we all have a role in creating an inclusive environment where each of us is welcomed, valued, respected and empowered to bring our authentic selves to work every day. Our eight Employee Network Groups (Asian Pacific, Black, Hispanic/Latino(a), LGBTQ+, People with Disabilities, Veterans, Women, Young Professionals) help create a sense of belonging and foster a supportive environment where everyone is empowered to engage and contribute. Each group has an executive sponsor and is open to all employees. United States-North Carolina-Charlotte", "summaryDescription" : "Project Architect - Education, Science, and Sport at HDR. Skills: Autodesk Revit, Architectural contract documents, Specifications, Codes, Graphic presentation. 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Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year)", "createdAt" : "2026-06-14T19:02:10.094", "lastUpdated" : "2026-06-16T05:23:27.105", "ingestTimestamp" : "2026-06-14T19:02:10.094", "mongoId" : "69dde3f62beec4dd3d9a0bc6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 38000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827160", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in the United States, adjusted for part-time employment." }, "location" : "Coleman Middle School", "locations" : [ "Coleman Middle School", "1544 N. 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"qualificationsPreferred" : "Doctor of Chiropractic (DC) degree, Knowledge of chiropractic profession, Clinical experience of 5 years or more, Prior teaching experience, Teaching in online or hybrid formats", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "_**Job Description**_ **Adjunct Faculty Position: Clinical Observation and Research Series** **Position Summary:** Campbellsville University School of Chiropractic is seeking qualified adjunct faculty to teach courses in the Clinical Observation series. This course series is designed to develop the critical knowledge and skills required to obtain medical histories, use physical examination techniques, and document clinical findings. Adjunct faculty report directly to the Dean of the School of Chiropractic and must provide a Christian role model for students. The School of Chiropractic offers flexible learning environments to meet the needs of our diverse student body. Candidates for this position should be prepared to deliver instruction through multiple modalities, as these courses may be assigned to be **taught in-person on the Harrodsburg campus or remotely via synchronous or asynchronous online formats**. Proficiency in utilizing the University’s Learning Management System (Moodle) and video conferencing tools (such as Zoom or Microsoft Teams) is required for remote instruction to ensure a seamless and engaging student experience regardless of the delivery method. **Courses Overview:** * **CCE 520 (Clinical Observation II) (1 Credit):** Continues the development of medical history, physical examination, and terminology skills while providing an overview of the medical health record. A strong emphasis is placed on the development of writing and organizational skills for healthcare record keeping. * ### **CCE 640: Clinical Observation IV (1 Credit)** This is the fourth in a series of six courses designed to develop the knowledge and skills required to obtain and record the complete medical history, to use appropriate physical examination techniques, and to use accurate medical terminology to document findings. This course is designed to complement the Physical Diagnosis and Functional Assessment 1 course taught concurrently. This course will provide an opportunity to present in a grand round-like format. Knowledge and skills will be developed through structured exercises and community experiences. By observing a practicing doctor early in the curriculum, students appreciate and understand the complexities of patient care resulting in better communication with patients and family members. Additionally, this course introduces the first phase of the clinical research curriculum, providing instruction to guide students through the formulation of a viable research hypothesis and the fundamentals of research design. ### **CCE 650: Clinical Observation V (1 credit)** This is the fifth course in a series of six courses designed to develop the knowledge and skill required to obtain and record the complete medical history, to use appropriate physical examination techniques, and to use accurate medical terminology to document findings. This course is designed to complement the Physical Diagnosis and Functional Assessment 2 course taught concurrently. This course will provide an opportunity to present in a grand round like format. Knowledge and skills will be developed through structured exercises and community experiences. By observing a practicing doctor early in the curriculum, students appreciate and understand the complexities of patient care resulting in better communication with patients and family members. Building upon the foundational research concepts introduced in the previous term, this course delivers progressive instruction focused on ethical data collection methodologies and the rigorous analysis of clinical data. ### **CCE 660: Clinical Observation VI (2 credits)** This is the final course in a series of six courses designed to develop the knowledge and skills required to obtain and record the complete medical history, to use appropriate physical examination techniques, and to use accurate medical terminology to document findings. This course will provide a review of the Physical Examination and Functional Assessment courses in preparation to enter the Chiropractic Clerkship 1 course. Students participate in structured activities and community experiences. Students are expected to demonstrate skill and apply knowledge from concurrent and previous coursework. **As the culmination of the progressive research track, this course requires students to synthesize their data and analysis to create a finalized scholarly work. The course concludes with students actively preparing and submitting their work for publication or presentation at professional and academic conferences, or for publication in peer-reviewed journals.** **Required Qualifications:** * **Doctoral Degree:** Must hold a terminal doctoral degree in a healthcare field from an accredited institution. Eligible degrees include, but are not limited to, Doctor of Chiropractic (DC), Doctor of Medicine (MD), Doctor of Osteopathic Medicine (DO), or Doctor of Physical Therapy (DPT). * **Preference:** While all doctoral-level healthcare providers are encouraged to apply, a Doctor of Chiropractic (DC) degree from a CCE-accredited institution is strongly preferred to ensure specific alignment with the clinical philosophy of the program. Strong knowledge of the chiropractic profession is preferred in candidates that hold another terminal degree. * **Undergraduate Foundation:** A completed Bachelor’s degree is required * Demonstrated commitment to the university’s mission as a comprehensive, Christian institution. **Preferred Qualifications:** * Clinical experience of 5 years or more. * Prior teaching experience, particularly in online or hybrid formats. **Standard Responsibilities & Expectations:** * **Instructional Delivery:** Prepare and conduct classes in a way that addresses student needs and university goals, maintaining an orderly environment conducive to learning. * **Syllabus & Course Content:** Adhere to established course descriptions and university guidelines for syllabus creation in Concourse. * **Assessment:** Prepare and administer examinations, grade assignments, and submit final grades by established deadlines. * **Availability:** Be readily accessible to students before and after class and via telephone/email to provide assistance as needed. * **Mentorship:** Fulfill a mentorship support role by advising students on coursework and referring them to the Office of the Dean or academic support services when necessary. * **Professionalism:** Maintain a high level of academic and personal integrity, serving as a role model to students in both clinical and academic settings. **Adjunct faculty at Campbellsville University are expected to:** * Integrate learning with Christian living and conduct. * Uphold academic freedom while exercising restraint to ensure teaching aligns with the university's mission. * Abide by all university regulations as detailed in the Faculty Handbook and Administrative Policies and Procedures Manual (APPM).", "summaryDescription" : "Chiropractic Faculty Adjunct Chiropractic Clinical Education at Campbellsville University. 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Die Königsklasse: Du arbeitest an den spannendsten Projekten des internationalen Motorsports und der Eventbranche. Kurze Wege, maximaler Impact: Bei uns gibt es keine bürokratischen Endlosschleifen. Du entscheidest, du steuerst, du lieferst. Vergütung & Ausstattung: Ein Paket, das deiner Verantwortung und deiner Leistung in der Branche absolut gerecht wird. Exzellente Vergütung: Deine Expertise und Führungsverantwortung werden bei uns überdurchschnittlich honoriert. Strategischer Impact: Du entwickelst deinen Bereich mit eigenen innovativen Ideen aktiv weiter und gestaltest die Zukunft unseres Unternehmens mit. Global Motorsport Network: Du agierst in einem hochkarätigen internationalen Umfeld und sammelst wertvolle Erfahrung auf globaler Bühne. Maximale Autonomie : Wir setzen auf Vertrauen. Gestalte deine Arbeitsabläufe und die deines Teams eigenverantwortlich – inklusive flexibler Gleitzeitmodelle. 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Woodchuck", "67212" ], "certifications" : [ "Nonviolent Crisis Intervention - NCI" ], "timestamp" : "2026-06-15T09:48:05.454", "fingerprint" : "d35bd2b616067735ced24cd1270f474678338bf96ff171d6e4bcc0bf8a3b823d", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100877", "externalId" : "100877", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Levy Special Education Center", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.7837304,-100.4458820" } ], "locationText" : "Levy Special Education Center, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "High School Diploma or GED", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Organization", "Communication" ], "hardSkillsList" : [ "Physical restraint technique", "Tube feeding", "Toileting", "Diapering", "Self-care", "Hygiene", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Student behavior management, Classroom safety, Instructional assistance", "majorSkillsList" : [ "Student behavior management", "Classroom safety", "Instructional assistance" ], "coreResponsibilities" : "Assist teacher in education of students, Manage student behavior, Ensure classroom safety, Provide instructional assistance, Organize classroom materials, Maintain records, Communicate with students, Communicate with support staff, Communicate with parents, Supervise students in class, Manage classroom routines, Manage classroom procedures, Redirect behavior, Assess crisis situations, Defuse crisis situations, Document occurrences, Develop positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate student integration, Implement community based instruction, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students by letter, Communicate with students by phone, Communicate with students by e-mail, Communicate with students by fax, Communicate with students by personal contact, Communicate with parents by letter, Communicate with parents by phone, Communicate with parents by e-mail, Communicate with parents by fax, Communicate with parents by personal contact, Communicate with instructional staff by letter, Communicate with instructional staff by phone, Communicate with instructional staff by e-mail, Communicate with instructional staff by fax, Communicate with instructional staff by personal contact, Communicate with support staff by letter, Communicate with support staff by phone, Communicate with support staff by e-mail, Communicate with support staff by fax, Communicate with support staff by personal contact, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Respond to daily demands, Exhibit professional manner, Maintain positive attitude, Make decisions on recurring assignments, Conform to proper standards of professional dress, Conform to proper standards of professional appearance, Achieve company mission, Achieve company purpose, Achieve company goals, Assist students to and from buses, Assist bus drivers until departure, Transport students, Travel between buildings, Travel between assignments, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with feeding, Assist students with physical transfers, Perform other duties as assigned", "teamCollaboration" : "Work with certificated staff; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance. Knowledge, Skills, and Abilities: Proven use of effective collaboration skills Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Be assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observe and chart student behavior and assist in discipline of student as instructed by the teacher. Demonstrate the ability to prioritize and organize Demonstrate flexibility and responsiveness Attend and participate in staff meetings, PLCs and parent conferences as required Acquire a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assist students to and from buses and assisting the drivers until departure time Assist in the transportation of students Accept the responsibility for travel between buildings and assignments when necessary Assist in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assist students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Perform other duties as assigned Qualification Profile: High School Diploma or GED required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Certification in Nonviolent Crisis Intervention - NCI (This will not be provided if not currently certified) - Preferred. Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Special Education Safety Support (260-Day) at USD 259. Skills: Student behavior management, Classroom safety, Instructional assistance. Assist teacher in education of students. Manage student behavior", "createdAt" : "2026-06-14T06:23:02.951", "lastUpdated" : "2026-06-15T09:48:05.454", "ingestTimestamp" : "2026-06-14T06:23:02.951", "mongoId" : "6a1688f458b93c861eafcee6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 42000, "salaryAnnualMax" : 58000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Physical restraint technique", "Tube feeding", "Toileting", "Diapering", "Self-care", "Hygiene", "Physical transfers", "Student behavior management", "Classroom safety", "Instructional assistance", "Record keeping", "Behavior management", "Organization", "Communication", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special education", "Nonviolent Crisis Intervention", "Sign language modalities", "Braille", "Child abuse symptoms", "Illness symptoms", "Nonviolent Crisis Intervention - NCI", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 32, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2ca57774d8ee00a09b6a52", "title" : "Recovery Support Specialist (FT, Back End Days)", "company" : "Connections Health Solutions", "salary" : { "min" : 48000.0, "max" : 65000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Recovery Support Specialist in Phoenix, AZ, adjusted for the healthcare industry." }, "location" : "Phoenix, Arizona, United States", "locations" : [ "Phoenix", "Arizona", "United States" ], "timestamp" : "2026-06-16T02:09:59.430", "fingerprint" : "0d3be85b7aee0787e0dff06e45bb6ae4973173c549943b3027d72901ad97de80", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/connectionshealthsolutions/jobs/4283824009", "externalId" : "4283824009", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Phoenix", "state" : "Arizona", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "33.4484367,-112.0741410" } ], "locationText" : "Phoenix, Arizona, United States", "employmentType" : "FULL_TIME", "rawDescription" : "We’re not just behavioral health people—we’re crisis people. Connections Health Solutions is a leading provider of immediate-access behavioral health crisis care. Our team combines medical and recovery-oriented treatment to stabilize individuals in crisis and connect them to community-based resources for ongoing recovery. Founded by emergency room psychiatrists Dr. Chris Carson and Dr. Robert Williamson, our model is physician-led and data-driven, drawing upon more than 15 years of crisis care expertise. Recognized by SAMHSA and the National Council for Mental Wellbeing as a national best practice, we’ve delivered invaluable treatment to hundreds of thousands of individuals facing crises. Our commitment remains consistent, to improve access, inspire hope, and provide the right support. Our values shape our decisions, define our culture, and foster continuous learning and growth. We accept people as they are, creating safe spaces where they feel valued and respected. We inspire hope by walking with people side-by-side, showing them grace and compassion. We act with intention, holding ourselves and each other accountable, and doing the right thing. We work as one team, trusting and supporting each other. We embrace change and innovation, striving to find better ways to fulfill our mission. We are on a mission to change the face of behavioral health. Help us save lives and make a difference. Earn More with Shift Differentials Maximize your earnings with additional hourly pay: +$2/hr -> Monday-Thursday Nights +$3/hr -> Friday-Sunday Nights +$2/hr -> Saturday-Sunday Days What You'll Do: The Recovery Support Specialist (RSS) provides individuals with the natural supports proven instrumental in maintaining a strong and successful recovery. The RSS will demonstrate a strong personal recovery and be a positive example that recovery is a desirable and attainable goal. The RSS works in conjunction with multiple disciplines to meet individual’s treatment and recovery needs. Acts as an active facilitator (or co-facilitator) in groups and individual recovery. Serves as an individual advocate and support resource throughout the treatment process. Works to lessen the instance of seclusion (if applicable) and restraint by building therapeutic alliance and exercising trauma informed care. Demonstrates knowledge of community resources to help meet individual’s unique recovery needs. Implements knowledge of multiple paths of recovery and promotes them equally. Works cohesively with multi-discipline team through all aspects of individual’s treatment and recovery. Documents all encounters with individuals in the electronic health record. Encourages and supports from a place of experience and understanding and willing to use appropriate self-disclosure. Performs all other duties as assigned. What You'll Bring: At least one year of personal recovery High School Diploma or equivalent Arizona Peer Support Specialist certification The Company has a mandatory vaccination policy. All successful applicants must be fully vaccinated, including showing proper documentation, or otherwise be exempt pursuant to the Company’s exemption process prior to their start date as a condition of employment Physical Requirements Safely perform physical interventions (e.g., standing, pivoting, reaching, kneeling, lowering to the floor, and supporting another person’s weight) Lift, push, pull, or carry up to 50 lbs. occasionally Tolerate prolonged walking, standing, and observation in a fast-paced environment Work with individuals who may exhibit agitation, aggression, or unpredictable behavior It would be great if you had: Bilingual in Spanish Three years or more of personal recovery desired Experience using EMR Workplace Behavioral Health/Substance Use Treatment or GMH Recovery experience. Knowledge of evidence-based/person-centered skillsets, such as Motivational Interviewing, Trauma Informed Care, Verbal De-escalation, Harm Reduction, and Person-centered language. What We Offer: Full-time only: Employees (and their families) are offered comprehensive health insurance, including Medical, Dental, Vision, Accident, Critical Illness, and Hospital Indemnity CHS pays for Basic Life, AD&D, Short and Long-Term Disability Voluntary Life insurance option for employees and their families Health Savings Accounts (with $1,000 to $2,000 employer contribution depending on plan) Flexible Spending Accounts (health care and dependent care) 401k company match after 6 months (50% of deferrals up to 6% of compensation) Generous PTO starting at 160 hours accrued annually and 12 recognized company holidays Company‑paid parental leave available to eligible employees All employees (Pool, Part-time and Full-time): Employee Assistance Program to help with confidential emotional support, work life solutions, financial solutions, legal assistance, or online support After 90 days, you are auto enrolled in the 401k Plan Connections Health Solutions is proud to be a Second Chance Employer. EEO Statement Connections Health Solutions is an equal opportunity employer. We do not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, veteran status, or any other characteristic protected by law. We are committed to creating an inclusive and welcoming environment for all employees and applicants.", "summaryDescription" : "Recovery Support Specialist (FT, Back End Days) at Connections Health Solutions", "postedDate" : "2026-06-14T20:16:09.602", "createdAt" : "2026-06-14T20:16:09.602", "lastUpdated" : "2026-06-16T02:09:59.430", "ingestTimestamp" : "2026-06-14T20:16:09.602", "mongoId" : "6a2ca57774d8ee00a09b6a52", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 48000, "salaryAnnualMax" : 65000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.92 } ], "status" : 200, "message" : "clinical education and support for high end radiotherapy treatments jobs", "metadata" : { "title" : "clinical education and support for high end radiotherapy treatments" }, "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 46815, "totalPages" : 937, "hasNext" : true, "hasPrevious" : false } }

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