{ "count" : 20102, "data" : [ { "id" : "6a2ca57c74d8ee00a09b6c7f", "title" : "Special Needs Caregiver", "company" : "Wellthy Care Network", "industry" : "Healthcare", "salary" : { "min" : 20.0, "max" : 25.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "In Home Support", "locations" : [ "In Home Support" ], "timestamp" : "2026-06-15T05:25:17.387", "fingerprint" : "93b1d737461c9c480c44e0432bbe4ec777b0d79c56257454b8a016840f3695e7", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/wellthy-care-network/jobs/7768350003", "externalId" : "7768350003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "North Brunswick Township", "state" : "New Jersey", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.4539249,-74.4765450" } ], "locationText" : "North Brunswick Township, New Jersey, United States", "employmentType" : "PART_TIME", "professionalSkills" : [ "Care coordination" ], "hardSkillsList" : [ "Personal care" ], "softSkillsList" : [ "Compassionate", "Patient", "Engaging" ], "hardSkills" : [ { "name" : "Personal care", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Compassionate" }, { "name" : "Patient" }, { "name" : "Engaging" } ], "majorSkills" : "Special needs care, Autism support", "majorSkillsList" : [ "Special needs care", "Autism support" ], "coreResponsibilities" : "Provide after-school support, Supervise client, Assist with personal care, Assist with activities of daily living, Prepare snacks, Prepare meals, Provide medication reminders, Perform light housekeeping, Perform laundry, Collaborate with therapists, Engage in walks, Engage in outdoor activities, Engage in community outings, Promote a safe environment, Promote a structured environment, Promote a supportive environment", "teamCollaboration" : "In-home therapists", "domainKnowledge" : "Autism", "domainList" : [ "autism" ], "domainSpecificKnowledge" : [ "Autism" ], "specialRequirements" : "Smoke-free home, Pet-free home, Family-hired position", "outcomesObjectives" : "Promote independence; Promote participation in daily activities", "qualificationsBasic" : "Previous caregiving experience, Experience caring for individuals with Autism, Reliable transportation, Ability to commute consistently", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Special Needs Caregiver – North Brunswick Township, NJ A family in North Brunswick Township, NJ 08902 is seeking an experienced, compassionate, and dependable caregiver for their 16-year-old son with Autism. The ideal candidate will be patient, engaging, and experienced supporting individuals with special needs while promoting independence and participation in daily activities. Schedule: Summer hours primarily 2:30 PM–5:30/8:30 PM, 3–4 days per week Occasional daytime and weekend shifts (10:30 AM–4:30/8:30 PM) Additional opportunities for overnight care and family travel support Family Specifications: Smoke-free home Pet-free home Responsibilities: Provide after-school support and supervision Assist with personal care and activities of daily living Prepare snacks and meals as needed Provide medication reminders Light housekeeping and laundry related to the client's care Collaborate with in-home therapists Engage in walks, outdoor activities, and community outings Promote a safe, structured, and supportive environment Requirements: Previous caregiving experience required Previous experience caring for individuals with Autism required Reliable transportation and ability to commute consistently Compassionate, patient, and dependable First Aid/CPR certification preferred but not required Compensation: $20-$25 per hour (commensurate with experience) All candidates will be subject to a background check. This position requires proof of legal authorization to work in the United States. The family is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other protected characteristic. To Apply: Please submit your resume and a brief introduction highlighting your relevant caregiving and Autism support experience. Important Information: Wellthy is not an agency. This is a private, family-hired position. We provide Care Coordination services to families nationwide, which may include connecting families with potential caregivers. All caregivers are hired directly by the family and are not employed by Wellthy. We take privacy very seriously. For questions on our Applicant Privacy Policy or to review, please visit our careers page. (Job #116907).", "summaryDescription" : "Special Needs Caregiver at Wellthy Care Network. Skills: Special needs care, Autism support. Provide after-school support. 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The ideal candidate is warm, engaging, physically capable, and committed to providing supportive, person-centered care while encouraging participation in community and recreational activities. Schedule: Monday–Thursday 1:00 PM–7:00 PM Start Date: July 2026 Family Specifications: Smoke-free home Three dogs in the home Caregiver must be comfortable around pets Responsibilities: Assist with personal hygiene and daily living activities Meal preparation Provide companionship and engagement Supervise exercises and support mobility needs Provide transportation and accompany client to appointments, recreational programs, and community outings ( can use the family's vehicle) Light housekeeping related to the client's care Bedroom upkeep, including linen changes Encourage participation in activities aligned with the client's interests, including music, swimming, walking, gardening, and outdoor recreation Help maintain a safe, structured, and supportive environment Requirements: Previous caregiving experience required Experience supporting individuals with Autism and/or Cerebral Palsy preferred Valid driver's license and clean driving record Physically capable of assisting with self-care needs and mobility support Warm, dependable, and engaging personality Comfortable working in a home with dogs Compensation: $25–$30 per hour (commensurate with experience) All candidates will be subject to a background check. 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Location: 2360 S Bascom Ave St. H, Campbell, CA 95008 Think Zone, part of TAL Education Group, is dedicated to helping students in kindergarten through 8th grade build a strong foundation in mathematics. We combine research-based instructional design with engaging, student-centered learning experiences that foster critical thinking, confidence, and a love for math. As part of TAL’s global education network, we are committed to using innovation and personalized support to empower young learners and help them reach their full potential. About This Opportunity This is an opportunity to work with students at Think Zone Learning Center. We are looking for enthusiastic and dependable team members who enjoy working with children and are passionate about helping students grow in math and english. Who We Are Looking For We are seeking patient, reliable tutors who are passionate about helping K–8 students build confidence and skills in math. The ideal candidate can explain concepts clearly, adapt to different learning styles, and create a supportive environment where students can thrive. If you are committed, communicative, and care about making a meaningful impact, we would love to hear from you. What You Will Do Provide personalized, one-on-one math instruction to K–8 students based on their individual learning needs and goals Assess student understanding and adapt your teaching approach to support different learning styles and paces Use curriculum resources and tools provided by Think Zone to deliver engaging and effective lessons Foster a supportive and encouraging environment that builds student confidence and a positive attitude toward mathematics Help students develop foundational math skills, critical thinking, and problem-solving abilities Track student progress and provide regular feedback to support growth and celebrate achievements Maintain professional and positive communication with parents and students, building strong relationships and addressing student progress Qualifications Strong math proficiency, with at least a high school diploma or equivalent; higher education or a background in education is a plus Clear and effective communication skills, with the ability to explain math concepts in an easy-to-understand way Patience and empathy when working with students of varying ages, abilities, and confidence levels Ability to personalize instruction based on individual student needs, learning styles, and progress Strong organizational skills to track student performance and manage multiple learning plans Genuine passion for education and a desire to support students in building confidence and math skills Reliable and professional, with a strong sense of responsibility and commitment to student success Schedule We are seeking reliable individuals available to work 2–4 hours per day, three times per week, with a strong preference for weekend availability. Pay Range: $18.50–$20.00/hour Career Growth At Think Zone, your role as a tutor is just the beginning. We are committed to growth for both our students and our team. Potential career progression includes: Tutor – Make a direct impact in students’ lives through personalized 1:1 math support while building your teaching experience Lead Tutor – Take on additional leadership by mentoring other tutors and sharing best practices Assistant Manager – Support daily center operations, help train new team members, and ensure quality and consistency Learning Center Manager – Lead a center’s success by managing a team, overseeing performance, and shaping a strong learning experience for students and staff", "summaryDescription" : "Part Time Math Tutor at Think Zone. Skills: Math instruction, Student support. Provide personalized math instruction. 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Location: 1080 Broadway Millbrae, CA 94030 Think Zone, part of TAL Education Group, is dedicated to helping students in kindergarten through 8th grade build a strong foundation in mathematics. We combine research-based instructional design with engaging, student-centered learning experiences that foster critical thinking, confidence, and a love for math. As part of TAL’s global education network, we are committed to using innovation and personalized support to empower young learners and help them reach their full potential. About This Opportunity This is an opportunity to work with students at Think Zone Learning Center. We are looking for enthusiastic and dependable team members who enjoy working with children and are passionate about helping students grow in math and english. Who We Are Looking For We are seeking patient, reliable tutors who are passionate about helping K–8 students build confidence and skills in math. The ideal candidate can explain concepts clearly, adapt to different learning styles, and create a supportive environment where students can thrive. If you are committed, communicative, and care about making a meaningful impact, we would love to hear from you. What You Will Do Provide personalized, one-on-one math instruction to K–8 students based on their individual learning needs and goals Assess student understanding and adapt your teaching approach to support different learning styles and paces Use curriculum resources and tools provided by Think Zone to deliver engaging and effective lessons Foster a supportive and encouraging environment that builds student confidence and a positive attitude toward mathematics Help students develop foundational math skills, critical thinking, and problem-solving abilities Track student progress and provide regular feedback to support growth and celebrate achievements Maintain professional and positive communication with parents and students, building strong relationships and addressing student progress Qualifications Strong math proficiency, with at least a high school diploma or equivalent; higher education or a background in education is a plus Clear and effective communication skills, with the ability to explain math concepts in an easy-to-understand way Patience and empathy when working with students of varying ages, abilities, and confidence levels Ability to personalize instruction based on individual student needs, learning styles, and progress Strong organizational skills to track student performance and manage multiple learning plans Genuine passion for education and a desire to support students in building confidence and math skills Reliable and professional, with a strong sense of responsibility and commitment to student success Schedule We are seeking reliable individuals available to work 2–4 hours per day, three times per week, with a strong preference for weekend availability. 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Location: 1072 S De Anza Blvd A103, San Jose, CA 95129 Think Zone, part of TAL Education Group, is dedicated to helping students in kindergarten through 8th grade build a strong foundation in mathematics. We combine research-based instructional design with engaging, student-centered learning experiences that foster critical thinking, confidence, and a love for math. As part of TAL’s global education network, we are committed to using innovation and personalized support to empower young learners and help them reach their full potential. About This Opportunity This is an opportunity to work with students at Think Zone Learning Center. We are looking for enthusiastic and dependable team members who enjoy working with children and are passionate about helping students grow in math and english. Who We Are Looking For We are seeking patient, reliable tutors who are passionate about helping K–8 students build confidence and skills in math. The ideal candidate can explain concepts clearly, adapt to different learning styles, and create a supportive environment where students can thrive. If you are committed, communicative, and care about making a meaningful impact, we would love to hear from you. What You Will Do Provide personalized, one-on-one math instruction to K–8 students based on their individual learning needs and goals Assess student understanding and adapt your teaching approach to support different learning styles and paces Use curriculum resources and tools provided by Think Zone to deliver engaging and effective lessons Foster a supportive and encouraging environment that builds student confidence and a positive attitude toward mathematics Help students develop foundational math skills, critical thinking, and problem-solving abilities Track student progress and provide regular feedback to support growth and celebrate achievements Maintain professional and positive communication with parents and students, building strong relationships and addressing student progress Qualifications Strong math proficiency, with at least a high school diploma or equivalent; higher education or a background in education is a plus Clear and effective communication skills, with the ability to explain math concepts in an easy-to-understand way Patience and empathy when working with students of varying ages, abilities, and confidence levels Ability to personalize instruction based on individual student needs, learning styles, and progress Strong organizational skills to track student performance and manage multiple learning plans Genuine passion for education and a desire to support students in building confidence and math skills Reliable and professional, with a strong sense of responsibility and commitment to student success Schedule We are seeking reliable individuals available to work 2–4 hours per day, three times per week, with a strong preference for weekend availability. Pay Range: $18.50–$20.00/hour Career Growth At Think Zone, your role as a tutor is just the beginning. We are committed to growth for both our students and our team. Potential career progression includes: Tutor – Make a direct impact in students’ lives through personalized 1:1 math support while building your teaching experience Lead Tutor – Take on additional leadership by mentoring other tutors and sharing best practices Assistant Manager – Support daily center operations, help train new team members, and ensure quality and consistency Learning Center Manager – Lead a center’s success by managing a team, overseeing performance, and shaping a strong learning experience for students and staff", "summaryDescription" : "Part-Time Math Tutor at Think Zone. Skills: Math instruction. Provide personalized math instruction. 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Use data for improvement", "specialRequirements" : "40% travel required", "outcomesObjectives" : "Improve instructional practice; Raise student achievement; Improve student outcomes", "qualificationsBasic" : "3+ years Pre-K-12 teaching, 3+ years coaching teachers or leaders, Deep knowledge of Math content and instruction, Experience designing and delivering professional development, Experience creating systems for ongoing learning, Familiarity with College and Career-Ready standards in math, Experience with instructional shifts in Math, Experience with complex text in instruction, Experience with research-based approaches to foundational skills, Experience with major work of each grade, Experience using high-quality curricular materials, Knowledge of how curriculum supports instruction", "qualificationsPreferred" : "Management of others and teams, Experience in high-need schools or populations", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "# **Senior Manager, Math ** ### **Flexible Locatio n ** ### _40% Travel Required_ ### ## **WHO WE ARE ** TNTP is the nation's preeminent education nonprofit that brings research, policy, and consulting together to meet the needs and aspirations of young people, families, communities, and the nation. We are educators, researchers, and innovators working to ensure every young person has the chance to reach their full potential, every educator and leader is set up for success, and every community has the resources necessary to connect young people to paths of opportunity. We work at every level of the PK-12 system, side by side with educators, system leaders, and communities across 41 states and more than 4,000 systems nationwide to reach ambitious goals for student success. Our vision pushes beyond school walls, catalyzing cross-sector collaboration to create pathways for young people to achieve academic, economic, and social mobility. Learn more [ _about us_](https://tntp.org/about/), [ _what we do_](https://tntp.org/what-we-do/) , and [ _working here._](https://tntp.org/careers/) **WHAT YOU’LL DO ** As a **Senior Manager, Math,** you will partner with school districts across the country to support, coach, and develop teachers and leaders to shift and improve their instructional practice in mathematics classrooms. **Some responsibilities and duties may vary, but the role of Senior Manager includes: ** * Supporting the development of TNTP’s vision and perspective on K-12 math education. * Supporting district and school leaders to deliver on their instructional leadership priorities and improve instruction for all students, by supporting them with key aspects of their roles, such as: * Leading compelling and practical professional learning on research-based practices math instruction. * Designing and executing regular cycles of teacher professional learning, observation and feedback, or student work analysis intended to improve instruction and student outcomes. * Conducting classroom visits to assess the quality of instruction and support coaches and leaders in identifying trends within and across schools. * Modeling effective observation and feedback practices. * Facilitating the implementation of strong instructional materials aligned to the shifts and demands of the state standards. * Setting up and maintaining data systems and supporting teachers and leaders to engage in ongoing reflection and use of data to drive improvements. * Building and maintaining strong relationships with academic departments and school-based staff. * Tracking progress towards contract goals and making strategic decisions regarding client management and support. * Motivating and influencing clients to consistently strengthen their mindsets and incorporate new practices into their academic strategy, including authentic community engagement. * Developing strategies to tackle instructional challenges and creating plans to implement them. * Contributing to the creation of high-quality, data-driven reports demonstrating the effect of the team’s approaches towards quality of instruction. * Designing tools and resources in real-time to respond to client needs, in support of academic or instructional goals. * Engaging with and communicating progress to a variety of district school and community stakeholders. * **The expected travel for this role is up to and including 40%. This will vary by role and assignment but, for example, may require you to be on site 8-10 days per month, or spend 2-4 days on site 2x month. ** **YOUR QUALIFICATIONS ** * Deep knowledge of content and instruction in Math, particularly with highly rated instructional materials, with at least three years Pre-K-12 teaching experience, preferably in high-need schools or with high-need populations, and a proven track record of raising student achievement. * Experience designing and delivering strong professional development for adult learners and creating systems to support ongoing learning and development. * Experience coaching teachers or other leaders (minimum three years experience in this area). * Management of others and teams preferred. * Strong familiarity and expertise with the College and Career-Ready standards, like the Common Core State Standards (CCSS), in math, including: * Experience as a practitioner in a school system that has adopted the CCSS and/or a deep conceptual understanding of the instructional shifts in Math. * Experience with the role of complex text in instruction and research-based approaches to foundational skills and the major work of each grade. * Experience using high-quality curricular materials and knowledge of how the curriculum supports strong, rigorous instruction. **WHAT WE OFFER ** The salary range for this position is $79,089-$118,634. New hires can typically expect a starting salary **between the range minimum and the salary range midpoint ($79,089-$98,861)** , in alignment with experience, qualifications, and our commitment to equity in compensation. **HOW TO APPLY ** Submit your resume online through Workday. In your application, we will also ask you to answer brief questions about your interest in TNTP; your “why” matters to us! The priority application deadline for this position is **6/26 ,****** though we encourage you to apply as soon as possible. If you’re eager, you can [ _preview here_](https://tntp.org/careers/#hiring-process-tab) what to expect after you apply, and we’ll be in touch soon! #LI-REMOTE **Position Type:** Regular TNTP is an equal employment opportunity employer committed to maintaining a non-discriminatory work environment. TNTP does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, arrest record, conviction record, or any other personal characteristic protected by applicable law. This policy covers all programs, services, policies, and procedures of TNTP, including recruiting, hiring, training, promotion, and administering all personnel actions, such as compensation, benefits, transfers, layoffs or terminations. Applicants for employment with TNTP must have valid work authorization that does not require sponsorship of a visa for employment authorization in the U.S.", "summaryDescription" : "Senior Manager, Math at TNTP. Skills: K-12 Math education, Instructional coaching, Professional development. Support development of math education vision. 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with neurodiverse learners", "remoteFriendly" : false, "rawDescription" : "At Tutor Me Education, we are revolutionizing the way students learn, and we're seeking passionate teachers and tutors with **special education experience** to provide **1:1 in-home tutoring** in **Chino, CA**! If you're committed to making a difference in the lives of students with special needs and helping them achieve academic success, we want to hear from you! **About the Role:** As an **Tutor** at Tutor Me Education, you’ll provide personalized, one-on-one tutoring to students with special needs in their homes. You will be responsible for helping students with daily activities, offering moral support, and delivering tailored instruction based on their Individualized Education Plan (IEP). We are currently hiring for multiple positions across all cities in **Chino, CA** **Details:** * **In-Person Tutoring in Chino, CA** * **Schedule: 25 hours, 4 sessions a week for 1.5 hours** * **Pay range is between $25 and $35** **Ideal Candidate:** * Experience working with students with intellectual disabilities and behavioral support needs * Strong background in special education tutoring and behavior intervention strategies * Skilled in supporting foundational ELA and math instruction at the elementary level * Experience teaching reading comprehension, multiplication, division, and written expression * Patient, calm, structured, and highly engaging * Able to recognize emotional dysregulation and implement supportive redirection techniques * Comfortable creating individualized lesson plans and summer academic activities * Familiarity with positive reinforcement strategies and attention-support techniques * Able to provide consistent routines, frequent breaks, and step-by-step instruction * Strong relationship-building skills with neurodiverse learners **Key Responsibilities:** * Create and implement individualized summer lesson plans in ELA and Math * Support reading comprehension through guided reading, discussion, vocabulary reinforcement, and comprehension checks * Teach foundational math concepts including multiplication, division, and problem-solving strategies * Assist with written expression and handwriting support using structured and scaffolded activities * Implement behavior-support strategies to help manage frustration, distractibility, and task refusal * Provide a calm, supportive, and highly structured learning environment * Incorporate the student’s interests such as Hot Wheels, racing shows, video games, and cars into lessons to increase engagement * Use positive reinforcement, movement breaks, and consistent routines to maintain participation and focus * Support emotional regulation and encourage confidence and independence during learning tasks * Adapt instruction based on the student’s processing needs, attention span, and responsiveness **Why Tutor Me Education?** At Tutor Me Education, we are dedicated to providing a nurturing, supportive environment where students can thrive. We pride ourselves on offering meaningful tutoring opportunities that make a lasting impact in the communities we serve. Whether you're looking for consistent hours or just want to make a difference, we have a place for you. **Benefits:** * Performance-Based Pay Incentives * Voluntary retirement program * Referral program * Flexible schedule * Help students with special needs reach their full academic potential **Equal Opportunity Employer:** Tutor Me Education is proud to be an Equal Opportunity Employer, committed to diversity and inclusion. We do not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or veteran status. We encourage candidates from all backgrounds to apply. **Diversity, Equity, and Inclusion:** We are committed to fostering an inclusive workplace where every team member feels valued, respected, and empowered. 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At Think Academy, we provide full cycle service to foster local children’s ability to think critically, to strengthen their logic skills, and to help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Each week, more than 6 million students are enrolled in TAL's online and offline education platform. Whom we are looking for: Think Academy specializes in providing online math education for students in North America. Our curriculum aligns with U. S. Common Core State Standards (CCSS) and supports students across upper elementary, middle school, and high school levels. Through personalized, one-on-one instruction, we help students strengthen foundational skills, improve academic performance, and build confidence in problem-solving. We are currently seeking Remote Math Tutors to support project testing and ongoing curriculum development. What You Will Do: Deliver one-on-one online math lessons for students in Grades 5-8 across North America, aligned with the CCSS framework Teach in English using interactive and student-centered methods to promote engagement, strengthen core concept understanding, and address questions in real time Prepare lesson content based on individual student needs, ensuring well-structured and high-quality instruction Provide timely feedback and targeted guidance to support student understanding and continuous improvement How You Can Be Qualified: Bachelor’s degree or above; majors in Math, Education, or related fields are preferred Teaching experience or a valid teaching certificate is highly preferred Available and willing to work during weekday evenings and weekends (US time zones) Excellent communication and interpersonal skills Bilingual in Mandarin Chinese is preferred Pay: Pay starts from $20–25/hr, with opportunities for promotion and salary increases twice a year. 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Teach in English", "postedDate" : "2026-06-14T04:14:01.656", "createdAt" : "2026-06-14T04:14:01.656", "lastUpdated" : "2026-06-15T11:34:40.425", "ingestTimestamp" : "2026-06-14T04:14:01.656", "mongoId" : "6a2c943c74d8ee00a0989f16", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 41600, "salaryAnnualMax" : 52000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Critical thinking", "Logic skills", "Math education", "Common Core State Standards" ], "skillCount" : 4, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "_score" : 619.6018, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a306187f292fd229cf96d79", "title" : "Substitute / Per Diem Job Coach Special Needs", "company" : "AHRC NYC", "industry" : "Non-Profit Organization Management", "salary" : { "min" : 20.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Bronx, New York, United States", "locations" : [ "Bronx", "New York", "United States" ], "timestamp" : "2026-06-16T09:22:42.047", "fingerprint" : "f0aa7bfe231fffaef9818e0fb0185c1e9e424e61e586a8a19a37708529b33ac8", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/AHRCNYC1/744000132271349-substitute-per-diem-job-coach-special-needs-bronx", "externalId" : "744000132271349", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bronx", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.8466508,-73.8785937" } ], "locationText" : "Bronx, New York, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "remoteFriendly" : false, "rawDescription" : "AHRC New York City is a family governed organization that envisions a socially just world where the power of difference is embraced. We advocate for people who are neurodiverse to lead full and equitable lives. Generosity guides us as we honor our legacy and continuously grow through a culture where curiosity, creativity, and optimism are valued and celebrated. AHRC NYC is seeking a passionate Job Coach to join our Employment Services Program, dedicated to supporting individuals with intellectual and developmental disabilities in achieving meaningful employment. The Job Coach is the central figure in the success of our workers, providing training, evaluation, and counseling across a wide variety of jobs at independent businesses and through contracts AHRC holds with various entities. Location: Bronx Job Type: Part-time, 10-20 hours per week, (must be available at least 2 weekdays + weekends) Payrate: $20/hour Essential Responsibilities: * Manage a caseload of 5-6 clients, primarily in the field (90% of time spent at job sites). * Teach, assist, and support new workers in their jobs using techniques such as demonstration of tasks, modeling, counseling, observation, and discussion. * Provide training and support to workers with disabilities, ensuring their success in their roles. * Travel to route new workers from home to job sites. * Write detailed service notes after each session to monitor client progress and outcomes. ## Qualifications * One year experience working with individuals with disabilities preferred. * Flexibility in work hours and ability to respond to the scheduling needs of the individual. May include early morning, evening and/or weekend hours. * Direct Support Professional (DSP) experience preferred * Understanding of Person Centered Planning. * Strong communication and relationship-building skills, including effective writing and oral communication skills. * High school diploma or GED. ## Additional Information Why Work with Us? * Make a meaningful impact in the lives of individuals with disabilities. * Opportunities for personal and professional growth. AHRC New York City is an Equal Opportunity Employer We consider applicants for all positions without regard to age, race, color, creed, religion, national origin, alienage or citizenship status, gender, sex, sexual orientation, pregnancy, disability, marital status, partnership status, military status, status as a victim of domestic violence, sex offenses or stalking, genetic information, or unemployment or any other protected characteristic under federal, state or local law.", "summaryDescription" : "Substitute / Per Diem Job Coach Special Needs at AHRC NYC", "postedDate" : "2026-06-15T19:16:42.000", "createdAt" : "2026-06-16T00:20:56.114", "lastUpdated" : "2026-06-16T09:22:42.047", "ingestTimestamp" : "2026-06-16T00:20:56.114", "mongoId" : "6a306187f292fd229cf96d79", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 41600, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "_score" : 605.8985, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.85 }, { "id" : "6a305ed0f292fd229cf745de", "title" : "Substitute / Per Diem Job Coach Special Needs", "company" : "AHRC NYC", "industry" : "Non-Profit Organization Management", "salary" : { "min" : 20.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Bronx, New York, United States", "locations" : [ "Bronx", "New York", "United States" ], "timestamp" : "2026-06-16T10:55:37.540", "fingerprint" : "17d4aca9d0fbe480cf048541684c236fc3dfba3345759464b58b3ee7cc29cdc9", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/AHRCNYC1/744000132271349-substitute-per-diem-job-coach-special-needs-bronx", "externalId" : "744000132271349", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bronx", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.8466508,-73.8785937" } ], "locationText" : "Bronx, New York, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "remoteFriendly" : false, "rawDescription" : "AHRC New York City is a family governed organization that envisions a socially just world where the power of difference is embraced. We advocate for people who are neurodiverse to lead full and equitable lives. Generosity guides us as we honor our legacy and continuously grow through a culture where curiosity, creativity, and optimism are valued and celebrated. AHRC NYC is seeking a passionate Job Coach to join our Employment Services Program, dedicated to supporting individuals with intellectual and developmental disabilities in achieving meaningful employment. The Job Coach is the central figure in the success of our workers, providing training, evaluation, and counseling across a wide variety of jobs at independent businesses and through contracts AHRC holds with various entities. Location: Bronx Job Type: Part-time, 10-20 hours per week, (must be available at least 2 weekdays + weekends) Payrate: $20/hour Essential Responsibilities: * Manage a caseload of 5-6 clients, primarily in the field (90% of time spent at job sites). * Teach, assist, and support new workers in their jobs using techniques such as demonstration of tasks, modeling, counseling, observation, and discussion. * Provide training and support to workers with disabilities, ensuring their success in their roles. * Travel to route new workers from home to job sites. * Write detailed service notes after each session to monitor client progress and outcomes. ## Qualifications * One year experience working with individuals with disabilities preferred. * Flexibility in work hours and ability to respond to the scheduling needs of the individual. May include early morning, evening and/or weekend hours. * Direct Support Professional (DSP) experience preferred * Understanding of Person Centered Planning. * Strong communication and relationship-building skills, including effective writing and oral communication skills. * High school diploma or GED. ## Additional Information Why Work with Us? * Make a meaningful impact in the lives of individuals with disabilities. * Opportunities for personal and professional growth. AHRC New York City is an Equal Opportunity Employer We consider applicants for all positions without regard to age, race, color, creed, religion, national origin, alienage or citizenship status, gender, sex, sexual orientation, pregnancy, disability, marital status, partnership status, military status, status as a victim of domestic violence, sex offenses or stalking, genetic information, or unemployment or any other protected characteristic under federal, state or local law.", "summaryDescription" : "Substitute / Per Diem Job Coach Special Needs at AHRC NYC", "postedDate" : "2026-06-15T19:16:42.000", "createdAt" : "2026-06-16T00:15:20.313", "lastUpdated" : "2026-06-16T10:55:37.540", "ingestTimestamp" : "2026-06-16T00:15:20.313", "mongoId" : "6a305ed0f292fd229cf745de", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 41600, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "_score" : 605.8985, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.85 }, { "id" : "6a2c6b6174d8ee00a0911fad", "title" : "Special Needs Caregiver (DSP)", "company" : "BAYADA Home Health Care", "industry" : "Healthcare", "salary" : { "min" : 31000.0, "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 Needs Caregiver (DSP) in the United States, with adjustments for the healthcare industry and part-time employment." }, "location" : "Field", "locations" : [ "Field", "Habilitation - Field" ], "timestamp" : "2026-06-15T10:00:26.046", "fingerprint" : "bf9f909adc705959cafe2ebec5da4e0c32a5f5043c9174374d9165e96646a7b7", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/bayada/jobs/8590329002", "externalId" : "8590329002", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Pennsylvania, United States", "employmentType" : "PART_TIME", "professionalSkills" : [ "Care coordination" ], "hardSkillsList" : [ "Personal care assistance" ], "hardSkills" : [ { "name" : "Personal care assistance", "level" : "intermediate" } ], "majorSkills" : "Special needs care, Client companionship", "majorSkillsList" : [ "Special needs care", "Client companionship" ], "coreResponsibilities" : "Provide personal care assistance, Accompany clients on errands, Accompany clients on appointments, Spend time on client hobbies, Spend time on client activities, Assist with everyday tasks, Participate in community integration", "teamCollaboration" : "Home and community settings", "domainKnowledge" : "Intellectual disability; Developmental disability", "domainList" : [ "intellectual-disability", "developmental-disability" ], "domainSpecificKnowledge" : [ "Intellectual disability", "Developmental disability" ], "documentationSkills" : "Patient charting", "specialRequirements" : "Physical lifting", "outcomesObjectives" : "Help clients reach potential", "qualificationsBasic" : "Direct Support Professional experience", "remoteFriendly" : false, "workSiteFlexibility" : "Flexible", "rawDescription" : "BAYADA Home Health Care is currently seeking Direct Support Professionals (DSP) to join the team in Chester County and Delaware County, PA. BAYADA’s special needs caregivers - Direct Support Professionals DSPs - work one-on-one in home and community settings as a companion and mentor for individuals with intellectual or developmental disability to help them reach their full potential. As a member of our team, you will be valued, respected, and heard. We are committed to investing in people and nurturing their desire to grow, and we can’t wait for you to join us. You will be part of a team that cares and a company that believes in leading with our values. We provide an opportunity for you to make a difference in the lives of others and offer flexibility in our roles to match your needs. We are part-time and provide flexibility with scheduling through various shift locations and times throughout Chester and Delaware County, PA. How You’ll Make an Impact: Provide personal care assistance (dressing, grooming) Accompany clients on errands and appointments Spend time on the client’s favorite hobbies and activities Assist with everyday tasks, such as meal preparation Participate in community integration activities Compensation weekly; based on experience As an accredited, regulated, certified, and licensed home health care provider, BAYADA complies with all state/local mandates. BAYADA is celebrating 50 years of compassion, excellence, and reliability. Learn more about our 50th anniversary celebration and how you can join in here. BAYADA Home Health Care, Inc., and its associated entities and joint venture partners, are Equal Opportunity Employers. All employment decisions are made on a non-discriminatory basis without regard to sex, race, color, age, disability, pregnancy or maternity, sexual orientation, gender identity, citizenship status, military status, or any other similarly protected status in accordance with federal, state and local laws. Hence, we strongly encourage applications from people with these identities or who are members of other marginalized communities.", "summaryDescription" : "Special Needs Caregiver (DSP) at BAYADA Home Health Care. Skills: Special needs care, Client companionship. Provide personal care assistance. 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Bring your skills into a more personal setting—where your support can truly be felt. At BAYADA, our Direct Support Professionals (DSPs) provide one-on-one care for individuals with intellectual and developmental disabilities, helping them build confidence, strengthen everyday skills, and live more independently in the comfort of their own homes. If you have at least one year of experience supporting individuals with intellectual and developmental disabilities, this is your opportunity to turn that experience into meaningful, relationship-centered work. Now Hiring in: Milton, PA Mifflinburg, PA Selinsgrove, PA Beavertown, PA What You’ll Gain with BAYADA Weekly pay for reliability and peace of mind Flexible scheduling designed around your life Short commutes—we match you with clients close to home A supportive environment with the tools you need to succeed Scholarships and career growth opportunities A stable, long-term opportunity with a trusted organization Paid time off 24/7 clinical support whenever you need guidance Compensation & Schedule Starting at $17-$17.50 Flexible scheduling with a variety of shifts and locations Part-Time days (full-time equivalent) available! Days, Evenings, and Weekends! Short commute times—we aim to place you within 30 minutes of home Mileage reimbursement options available What We’re Looking For 1+ year of experience supporting individuals with intellectual and developmental disabilities High school diploma or equivalent (18+) Flexibility to work a variety of shifts and locations Reliable transportation and ability to drive clients to activities Willingness to travel between clients within your assigned area What You’ll Do Provide support with daily routines and personal care Help individuals build life skills and maintain independence Offer encouragement, consistency, and meaningful companionship Support engagement at home and within the community Work in a Culture That Prioritizes You At BAYADA, you’re not just filling a role—you’re joining a team built on respect, inclusion, and support. We’re committed to helping you succeed, both professionally and personally. Recognized for excellence: 3.8 rating on Indeed & Glassdoor Newsweek’s Greatest Workplace (Overall, Women, Parents & Families, Diversity) Forbes Best Employers for Veterans Be Part of Something More Personal At BAYADA, your work is about more than completing tasks, it’s about creating a sense of comfort, consistency, and confidence for the people you support every day. We recognize and reward professionals who show up with compassion, dedication, and heart. Step into a role where your presence truly matters, apply today! As an accredited, regulated, certified, and licensed home health care provider, BAYADA complies with all state/local mandates. BAYADA is celebrating 50 years of compassion, excellence, and reliability. Learn more about our 50th anniversary celebration and how you can join in here. BAYADA Home Health Care, Inc., and its associated entities and joint venture partners, are Equal Opportunity Employers. All employment decisions are made on a non-discriminatory basis without regard to sex, race, color, age, disability, pregnancy or maternity, sexual orientation, gender identity, citizenship status, military status, or any other similarly protected status in accordance with federal, state and local laws. Hence, we strongly encourage applications from people with these identities or who are members of other marginalized communities.", "summaryDescription" : "IDD / Special Needs Caregiver / DSP at BAYADA Home Health Care", "postedDate" : "2026-06-14T18:04:41.262", "createdAt" : "2026-06-14T18:04:41.262", "lastUpdated" : "2026-06-15T21:29:25.301", "ingestTimestamp" : "2026-06-14T18:04:41.262", "mongoId" : "6a2c6b5874d8ee00a09117df", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 88400, "salaryAnnualMax" : 91000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "_score" : 592.474, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2a536674d8ee00a05fdf36", "title" : "Part Time Math Tutor", "company" : "Think Academy US", "industry" : "Education", "salary" : { "min" : 18.0, "max" : 20.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "San Jose, California, United States", "locations" : [ "San Jose", "California", "United States" ], "timestamp" : "2026-06-14T21:36:02.616", "fingerprint" : "189cd3e10c4f676eed47c9bec1e433a1609f9bb8313936cfcbad130181d3c174", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/thinkacademyus/jobs/7768799003", "externalId" : "7768799003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Millbrae", "state" : "California", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.5989580,-122.4009410" } ], "locationText" : "Millbrae, California, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "professionalSkills" : [ "Student assessment", "Curriculum delivery", "Student progress tracking" ], "hardSkillsList" : [ "Foundational math skills", "Problem-solving abilities" ], "softSkillsList" : [ "Critical thinking", "Confidence building" ], "hardSkills" : [ { "name" : "Foundational math skills", "level" : "intermediate" }, { "name" : "Problem-solving abilities", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Critical thinking" }, { "name" : "Confidence building" } ], "majorSkills" : "Math instruction, Student support", "majorSkillsList" : [ "Math instruction", "Student support" ], "coreResponsibilities" : "Provide personalized math instruction, Assess student understanding, Adapt teaching approach, Deliver engaging lessons, Foster supportive environment, Build student confidence, Develop foundational math skills, Develop critical thinking, Develop problem-solving abilities, Track student progress, Provide regular feedback, Maintain professional communication with parents, Maintain positive communication with students, Build relationships with parents, Address student progress", "teamCollaboration" : "Work with students; Communication with parents", "domainKnowledge" : "K-8 mathematics", "domainList" : [ "k-8-mathematics" ], "domainSpecificKnowledge" : [ "K-8 mathematics" ], "communicationSkills" : "Explain math concepts", "problemSolvingSkills" : "Problem-solving abilities", "outcomesObjectives" : "Help students grow in math; Help students grow in english; Build student confidence; Support student growth", "qualificationsBasic" : "Math proficiency, High school diploma or higher education, Clear and effective communication skills, Patience and empathy, Ability to personalize instruction, Organizational skills, Genuine passion for education, Reliable and professional", "qualificationsPreferred" : "Background in education is a plus", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Think Zone Math Tutor Job Type: Part-time Opportunity (6–12 hours per week); additional hours may be available The position will be from June 02, 2026 -December 31, 2026. Location: 1080 Broadway Millbrae, CA 94030 Think Zone, part of TAL Education Group, is dedicated to helping students in kindergarten through 8th grade build a strong foundation in mathematics. We combine research-based instructional design with engaging, student-centered learning experiences that foster critical thinking, confidence, and a love for math. As part of TAL’s global education network, we are committed to using innovation and personalized support to empower young learners and help them reach their full potential. About This Opportunity This is an opportunity to work with students at Think Zone Learning Center. We are looking for enthusiastic and dependable team members who enjoy working with children and are passionate about helping students grow in math and english. Who We Are Looking For We are seeking patient, reliable tutors who are passionate about helping K–8 students build confidence and skills in math. The ideal candidate can explain concepts clearly, adapt to different learning styles, and create a supportive environment where students can thrive. If you are committed, communicative, and care about making a meaningful impact, we would love to hear from you. What You Will Do Provide personalized, one-on-one math instruction to K–8 students based on their individual learning needs and goals Assess student understanding and adapt your teaching approach to support different learning styles and paces Use curriculum resources and tools provided by Think Zone to deliver engaging and effective lessons Foster a supportive and encouraging environment that builds student confidence and a positive attitude toward mathematics Help students develop foundational math skills, critical thinking, and problem-solving abilities Track student progress and provide regular feedback to support growth and celebrate achievements Maintain professional and positive communication with parents and students, building strong relationships and addressing student progress Qualifications Strong math proficiency, with at least a high school diploma or equivalent; higher education or a background in education is a plus Clear and effective communication skills, with the ability to explain math concepts in an easy-to-understand way Patience and empathy when working with students of varying ages, abilities, and confidence levels Ability to personalize instruction based on individual student needs, learning styles, and progress Strong organizational skills to track student performance and manage multiple learning plans Genuine passion for education and a desire to support students in building confidence and math skills Reliable and professional, with a strong sense of responsibility and commitment to student success Schedule We are seeking reliable individuals available to work 2–4 hours per day, three times per week, with a strong preference for weekend availability. Pay Range: $18.50–$20.00/hour Career Growth At Think Zone, your role as a tutor is just the beginning. We are committed to growth for both our students and our team. Potential career progression includes: Tutor – Make a direct impact in students’ lives through personalized 1:1 math support while building your teaching experience Lead Tutor – Take on additional leadership by mentoring other tutors and sharing best practices Assistant Manager – Support daily center operations, help train new team members, and ensure quality and consistency Learning Center Manager – Lead a center’s success by managing a team, overseeing performance, and shaping a strong learning experience for students and staff", "summaryDescription" : "Part Time Math Tutor at Think Academy US. Skills: Math instruction, Student support. Provide personalized math instruction. Assess student understanding", "postedDate" : "2026-06-11T22:09:51.938", "createdAt" : "2026-06-11T22:09:51.938", "lastUpdated" : "2026-06-14T21:36:02.616", "ingestTimestamp" : "2026-06-11T22:09:51.938", "mongoId" : "6a2a536674d8ee00a05fdf36", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 37440, "salaryAnnualMax" : 41600, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Foundational math skills", "Problem-solving abilities", "Critical thinking", "Confidence building", "Math instruction", "Student support", "Student assessment", "Curriculum delivery", "Student progress tracking", "K-8 mathematics" ], "skillCount" : 10, "jobCategory" : "other", "jobSubcategory" : "teaching", "dataQualityScore" : 0.8888889, "_score" : 581.06055, "daysOld" : 2, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education" }, { "id" : "6a305247f292fd229cf0c8dd", "title" : "Hospitality Tutor", "company" : "Up Education", "industry" : "Education Management", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "NZD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Hospitality Tutor in Auckland, New Zealand, adjusted for industry and full-time employment." }, "location" : "Auckland, Auckland, New Zealand", "locations" : [ "Auckland", "Auckland", "New Zealand" ], "timestamp" : "2026-06-16T10:32:01.806", "fingerprint" : "016e4fa7bc3c00f149fb43715662a8d38a532561302b1a3617686071760fab87", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/UpEducation/6000000001152310-hospitality-tutor", "externalId" : "6000000001152310", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Auckland", "state" : "Auckland", "country" : "New Zealand", "continent" : "oc", "source" : "llm", "workMode" : "onsite", "geo" : "-36.8520950,174.7631803" } ], "locationText" : "Auckland, Auckland, New Zealand", "employmentType" : "FULL_TIME", "experienceMinYears" : 5, "experienceMaxYears" : 10, "experienceLevel" : "mid", "remoteFriendly" : false, "rawDescription" : "New Zealand Management Academies (NZMA) is NZ’s largest Private Training Establishment offering vocational courses and qualifications across a range of programmes. With authentic training environments, well-designed programmes and a fun and supportive learning environment, we have a mission to make a meaningful difference in the lives of all our students. Our organisation is strong on developing our people and having fun while we do it. We strive for success in everything we do with the strongest integrity. We ensure our team feels valued and informed about the direction we are heading in through in-house training days and our annual conference. To find out more about us, please visit Hospitality Tutor Location: Sylvia Park Full-time | Permanent | NZMA Sylvia Park About the Role In this rewarding position, you will become a coach and mentor for students who want to become skilled hospitality professionals. You will be delivering across our Hospitality Programmes that explore the broader hospitality industry, including food and beverage operations, accommodation services, and the relationship between tourism and hospitality. Through a combination of practical training and industry insight, you will support students to build the knowledge, confidence, and professional behaviours needed to progress into supervisory and junior management roles within the sector. You will have the opportunity to grow students’ knowledge of industry trends, master technical skills and develop important soft skills by combining the provision of quality tutoring and being an inspiring mentor all to build student capability, and support students in achieving both their study and career goals. ## Qualifications About You For this role we are looking for a skilled and experienced hospitality professional with a passion for the industry and educating future leaders. You will need to be a strong communicator, able to motivate and inspire young adults, try out new things, and most importantly bring a positive, enthusiastic attitude. You need to be able to connect and build relationships with all your students so the ability to respect and appreciate differences is certainly a must. Required Skills/Experience * Recent experience in the hospitality industry including minimum 3 years experience in a management position * Hold a relevant qualification at level 5 or above (although equivalent experience can also be accepted). * Proven background in a broad range of FOH roles within the sector * Strong understanding of hospitality management and hospitality operations / food and beverage operations * Strong communicator, able to motivate and inspire young adults * Formal teaching experience is not essential but advantageous. ## Additional Information Why work with us? * Complimentary coffee, parking and free use of the onsite gym facility * Enjoy Work-life balance with weekends off & two weeks off during Christmas & New Year! * Our organisation is strong on developing our people and having fun while we do it. We ensure our team feels valued and informed about the direction we are heading in. * Rewarding opportunity to support students in their education journey * Energetic environment where value is placed on delivering outcomes rather than micro-managing tasks * Work with the Campus Manager to see the NZMA Campus grow and be highly successful. * A fun environment and an opportunity to stand out is all on offer with this role Our application process: To apply for this position, please submit your resume and a cover letter detailing your relevant experience and interest in the role. Questions about your identity help us appreciate the diversity of individuals looking to work with us, ensuring we’re attracting applications from people with identities and perspectives that are as diverse as our students. We are an equal opportunity employer. As part of our commitment to equity, we work to ensure a fair and consistent interview process. 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Woodchuck", "67212" ], "certifications" : [ "Nonviolent Crisis Intervention - NCI" ], "timestamp" : "2026-06-15T08:40:08.730", "fingerprint" : "7493ee7325e67d43baabbbd3c1a155399218fdd7ea6e0218a68435ca751274f8", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88433", "externalId" : "88433", "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", "Crisis intervention", "Training delivery" ], "hardSkillsList" : [ "Physical restraint technique", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention", "First aide", "Child abuse symptoms", "Signs of illness", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Sign language modalities", "level" : "intermediate" }, { "name" : "Braille", "level" : "intermediate" }, { "name" : "Nonviolent Crisis Intervention", "level" : "intermediate" }, { "name" : "First aide", "level" : "intermediate" }, { "name" : "Child abuse symptoms", "level" : "intermediate" }, { "name" : "Signs of illness", "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 support, Behavioral intervention, Student safety", "majorSkillsList" : [ "Special education support", "Behavioral intervention", "Student safety" ], "coreResponsibilities" : "Assist teacher in education, Manage student behavior, Provide classroom safety, Provide instructional assistance, Organize classroom, Keep records, Communicate with students, Communicate with support staff, Communicate with parents, Supervise students in class, Manage classroom routines, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback to student, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration, Implement community based instruction, Maintain confidentiality, Model appropriate behavior, 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, Prioritize work, Organize work, Make decisions, Prioritize work to meet demands, Conform to professional dress, Conform to professional appearance, Assist students to buses, Assist drivers until departure, Transport students, Travel between buildings, Travel between assignments, 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, Perform other duties", "teamCollaboration" : "Work with certificated staff; Work with support staff; Work with classroom teacher; Work with other staff; Work with diverse population; Interact with colleagues", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Special education; Academic instruction; Adaptive behavior skills; Sign language modalities; Braille; Nonviolent Crisis Intervention", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "special-education", "academic-instruction", "adaptive-behavior-skills", "sign-language-modalities", "braille", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special education", "Academic instruction", "Adaptive behavior skills", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Communicate with Supervisor", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Problem solving skills", "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, Manual dexterity, Physical ability, Stamina for physical activity, See well, Hear well, Lift up to 50 pounds, Carry up to 50 pounds, Push up to 50 pounds, Pull up to 50 pounds, Lift up to 100 pounds with assistance, Carry up to 100 pounds with assistance, Limited travel between schools, Limited travel to central offices, Travel between buildings, Travel between assignments", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Pass the Physical Capacity Test", "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 - QBI 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. 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" : "QBI Special Education Safety Support (230-Day) at Levy Special Education Center. Skills: Special education support, Behavioral intervention, Student safety. Assist teacher in education. 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We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at STEAM Academy of Warren! Founded in 2011, STEAM Academy of Warren is an award-winning school known for its engaged leadership, positive school culture, and strong academic performance. The public charter school offers a family-like atmosphere for EK-8th grade students focused on hands-on learning and social-emotional wellbeing with a STEM and arts emphasis. West Park Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of the Teacher include to- Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $40,000 - 49,500. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "4th ELA/Science Teacher at ACCEL Schools. Prepare and deliver lesson plans. Modify lesson plans accordingly", "postedDate" : "2026-06-15T23:23:59.833", "createdAt" : "2026-06-15T23:23:59.833", "lastUpdated" : "2026-06-16T09:35:56.245", "ingestTimestamp" : "2026-06-15T23:23:59.833", "mongoId" : "6a3066c0f292fd229cfb53d7", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "STEM emphasis", "Social-emotional wellbeing", "State of Ohio teaching license" ], "skillCount" : 3, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.8888889, "_score" : 556.5811, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a3061e7f292fd229cf98416", "title" : "Direct Support Professional (DSP) / Behavioral Support", "company" : "Dungarvin", "industry" : "Individual And Family Services", "salary" : { "min" : 19.0, "max" : 21.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Tacoma, WA, United States", "locations" : [ "Tacoma", "WA", "United States" ], "timestamp" : "2026-06-16T11:51:41.128", "fingerprint" : "cce88733949de80d972acf0f394579fbd02387d06983c5160923f2c677306e11", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/Dungarvin/744000132260448-direct-support-professional-dsp-behavioral-support", "externalId" : "744000132260448", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Tacoma", "state" : "Washington", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "47.2455013,-122.4383290" } ], "locationText" : "Tacoma, Washington, United States", "employmentType" : "PART_TIME", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "coreResponsibilities" : "Provide direct support to individuals, Assist with daily living activities, Implement behavior support plans, Administer medications, Transport individuals, Assist with personal hygiene, Assist with meal preparation, Assist with household tasks, Provide companionship, Monitor individual well-being, Report any changes in condition, Maintain accurate records, Participate in team meetings, Follow all policies and procedures", "teamCollaboration" : "Team meetings", "domainKnowledge" : "Disabilities; Mental health challenges", "domainList" : [ "disabilities", "mental-health-challenges" ], "domainSpecificKnowledge" : [ "Disabilities", "Mental health challenges" ], "documentationSkills" : "Maintain accurate records", "specialRequirements" : "Must pass background check, Must pass drug screening", "qualificationsBasic" : "High school diploma or GED, Valid driver's license, Must pass background check, Must pass drug screening", "qualificationsPreferred" : "Associate's degree, Experience working with individuals with disabilities, Experience working with individuals with mental health challenges", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "At Dungarvin, we are more than a provider of support services—we’re a mission-driven team rooted in respect, response and choice. Since 1976, we’ve been dedicated to meeting people where they are - providing person-centered supports that allow individuals with intellectual/developmental disabilities and/or complex medical needs to live as independently as possible. Our team is united by a shared commitment to making a real difference, and we encourage you to embrace this opportunity to impact someone’s life! Wage: $19.65 per hour (this wage includes an enhanced rate specific to employees working directly at the Complex Needs Program) Full Range Scale: $19.65 - $21.90 Hours / Shift / Schedule Requirements: * MUST BE FLEXIBLE - unable to adjust schedules based on applicant's current employment * Full-Time and Part-time schedules available Company Perks / Benefits: * Medical, Vision and Dental Insurance for eligible employees * Supplemental Insurance * Flex Spending and HSA Accounts for eligible employees * Pet Insurance * Life Insurance for eligible employees * 401 K plan with up to 3% employer match based on eligibility requirements * PAID TIME OFF (PTO) for eligible employees * PTO Donation * Growth and Development Opportunities * Employee Referral Program * Employee Assistance Program * National Brand Discounts * Tapcheck- early pay access * PAID training and orientation * Personal care and hygiene tasks * Monitor health needs, including medications, special diets, and notify supervisor of any outstanding needs * Shopping and meal preparation * Planning outings and activities in the community * Perform housekeeping and laundry duties, including cleaning, organizing, maintaining a safe and tidy living environment, and washing, drying, folding, and putting away clothes and linens. * Setting goals and learning new skills and hobbies * Assist in developing positive behavior supports by providing feedback about individual's preferences * Participate in the formulation and implementation of individual treatment plans including data collection, report-writing participation in treatment team meeting and carrying out treatment team recommendations * Provide Lift and Transfer assistance (may include non-ambulatory individuals) requiring ability to carry and maneuver up to 50 or more pounds of unbalanced weight * Building healthy habits and relationships * Supporting positive behavior and boundaries * Maintaining well-being and safety by following plans and reporting guidelines ## Qualifications * 6 months of experience working with people who have developmental disabilities * Experience using de-escalation techniques (preferred) * Willing to be actively engaged and creative with ideas for outings and engagement in the home * Experience working as RBT or paraeducator (preferred) * Excellent written and verbal English language skills * 18+ years or older * Preferred NAR, HCA, Nurse Delegation, CNA, NAC ## Additional Information At Dungarvin, diversity and inclusion are a part of what makes our organization strong. Together, we can continue to work towards an inclusive culture that supports our employees and persons served. Dungarvin is an equal opportunity employer. #EMWIJ 6/15", "summaryDescription" : "Direct Support Professional (DSP) / Behavioral Support at Dungarvin. Provide direct support to individuals. Assist with daily living activities", "postedDate" : "2026-06-15T18:12:52.000", "createdAt" : "2026-06-16T00:01:21.227", "lastUpdated" : "2026-06-16T11:51:41.128", "ingestTimestamp" : "2026-06-16T00:01:21.227", "mongoId" : "6a3061e7f292fd229cf98416", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 39520, "salaryAnnualMax" : 43680, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Disabilities", "Mental health challenges" ], "skillCount" : 2, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 1.0, "_score" : 554.25903, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2c6b6174d8ee00a0911fae", "title" : "Special Needs Caregiver (DSP)", "company" : "BAYADA Home Health Care", "industry" : "Healthcare", "salary" : { "min" : 17.0, "max" : 18.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Field", "locations" : [ "Field", "Habilitation - Field" ], "timestamp" : "2026-06-15T05:02:14.127", "fingerprint" : "eee2246c7305ccc9cb62ca1afa7fc148e712511a1e3156a4c1faa8be1662340c", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/bayada/jobs/8517344002", "externalId" : "8517344002", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Berlin", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.9208368,-78.9586063" } ], "locationText" : "Berlin, Pennsylvania, United States", "minimumEducation" : "High School", "professionalSkills" : [ "Community integration" ], "hardSkillsList" : [ "Meal preparation" ], "softSkillsList" : [ "Mentoring" ], "hardSkills" : [ { "name" : "Meal preparation", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Mentoring" } ], "majorSkills" : "Special needs care, Intellectual disability, Developmental disability", "majorSkillsList" : [ "Special needs care", "Intellectual disability", "Developmental disability" ], "coreResponsibilities" : "Accompany clients on errands, Accompany clients on appointments, Spend time on client hobbies, Spend time on client activities, Assist with everyday tasks, Participate in community integration activities", "domainKnowledge" : "Intellectual disability; Developmental disability", "domainList" : [ "intellectual-disability", "developmental-disability" ], "domainSpecificKnowledge" : [ "Intellectual disability", "Developmental disability" ], "continuousLearning" : "Paid training; Orientation", "specialRequirements" : "Short commute times", "outcomesObjectives" : "Help individuals reach potential", "qualificationsBasic" : "One year experience working with I/DD, High school diploma or equivalent", "remoteFriendly" : false, "workSiteFlexibility" : "Flexible", "rawDescription" : "Do meaningful work in your community. Work one-on-one in home and community settings as a companion and mentor for individuals with intellectual or developmental disability to help them reach their full potential. BAYADA offers DSPs the following benefits: Paid Clearances, Training and Orientation Weekly pay, PTO Flexible scheduling and short commute times Positive and stable work environment and the tools you need to do your job Scholarship, Reward and Recognition programs 24/7 clinical manager support Pay starting at $17.50-$18 per hour Job Responsibilities for DSPs You will accompany clients on errands and appointments You will spend time on the client’s favorite hobbies and activities You will assist with everyday tasks, such as meal preparation You will participate in community integration activities Qualifications for DSPs: One year experience working with I/DD individuals; If you do not have this experience, paid training is available High school diploma or equivalent What happens after you apply: The recruiter will reach out via email or phone to schedule a phone or zoom interview Next steps will be outlined clearly after your successful interview BAYADA was Awarded Forbes Best Employer for Women 2020 BAYADA was Voted Glassdoor Best Places to Work 2018 & 2019 Pay: $17.50-$18/hr. (dependent on experience, Apprentice Rate starts at $17.50/hr.) Location: Berlin, PA and surrounding towns As an accredited, regulated, certified, and licensed home health care provider, BAYADA complies with all state/local mandates. BAYADA is celebrating 50 years of compassion, excellence, and reliability. Learn more about our 50th anniversary celebration and how you can join in here. BAYADA Home Health Care, Inc., and its associated entities and joint venture partners, are Equal Opportunity Employers. All employment decisions are made on a non-discriminatory basis without regard to sex, race, color, age, disability, pregnancy or maternity, sexual orientation, gender identity, citizenship status, military status, or any other similarly protected status in accordance with federal, state and local laws. 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Accompany clients on appointments", "postedDate" : "2026-06-13T16:33:36.055", "createdAt" : "2026-06-13T16:33:36.055", "lastUpdated" : "2026-06-15T05:02:14.127", "ingestTimestamp" : "2026-06-13T16:33:36.055", "mongoId" : "6a2c6b6174d8ee00a0911fae", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 35360, "salaryAnnualMax" : 37440, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Meal preparation", "Mentoring", "Special needs care", "Intellectual disability", "Developmental disability", "Community integration" ], "skillCount" : 6, "jobCategory" : "other", "jobSubcategory" : "habilitation-blairsville-(hbl)---1037", "dataQualityScore" : 0.7777778, "_score" : 551.0272, "daysOld" : 1, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare" }, { "id" : "6a2ca0d574d8ee00a09a378a", "title" : "Autism Tutor", "company" : "St. Amant", "industry" : "Education", "salary" : { "min" : 19.0, "currency" : "CAD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Selkirk, MB", "locations" : [ "Selkirk", "MB" ], "timestamp" : "2026-06-16T06:29:56.412", "fingerprint" : "b9c8e1cc178ce4b282133beb311370a601c6e5246e17c2c4032447d4ec5b49c7", "source" : "breezyhr", "language" : "en", "applyUrl" : "https://st-amant.breezy.hr/p/e7e005770779-autism-tutor-selkirk-mb--2026", "externalId" : "e7e005770779", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Selkirk", "state" : "Manitoba", "country" : "Canada", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "50.1469860,-96.8801880" } ], "locationText" : "Selkirk, Manitoba, Canada", "employmentType" : "PART_TIME", "domainKnowledge" : "Autism", "domainList" : [ "autism" ], "domainSpecificKnowledge" : [ "Autism" ], "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "We are looking for a tutor to work in Selkirk, MB - Work Location: Selkirk, MB Schedule: Monday - Friday - 12:15 PM - 4:15 PM. Starting Wage: $19.19/hr Vacation: Starting at 3 weeks", "summaryDescription" : "Autism Tutor at St. Amant", "createdAt" : "2026-06-14T19:01:30.439", "lastUpdated" : "2026-06-16T06:29:56.412", "ingestTimestamp" : "2026-06-14T19:01:30.439", "mongoId" : "6a2ca0d574d8ee00a09a378a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "<30k", "hasSalary" : false, "allSkills" : [ "Autism" ], "skillCount" : 1, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "_score" : 546.13464, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.85 }, { "id" : "69ce5e5f9bc74574cb67a54f", "title" : "Teacher Math", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Math Teacher in Texas, United States, adjusted for the education industry and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "timestamp" : "2026-06-16T06:33:50.381", "fingerprint" : "77a4ace582a4ebf824d2095883a8b111a16d931a301a4d3e498ed3da06cf7471", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186592", "externalId" : "186592", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional planning", "Student assessment", "Behavior management" ], "hardSkillsList" : [ "Content knowledge", "Curriculum development", "Instructional strategies" ], "hardSkills" : [ { "name" : "Content knowledge", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Instructional strategies", "level" : "intermediate" } ], "majorSkills" : "Instructional planning, Student assessment, Behavior management", "majorSkillsList" : [ "Instructional planning", "Student assessment", "Behavior management" ], "coreResponsibilities" : "Plan instructional program, Implement instructional program, Provide educational services, Manage student behavior, Assess student achievement, Evaluate student achievement, Modify instructional activities, Carry out student monitoring, Carry out controls activities, Assess student abilities, Maintain assessment documentation, Maintain evaluation documentation, Plan instructional strategies, Plan learning strategies, Determine appropriate materials, Implement learning experiences, Manage learner behavior, Ensure learning environment, Assist in behavior management, Participate in behavior management, Coordinate instructional activities, Coordinate testing activities, Utilize instructional materials, Utilize multi-media technology, Utilize computer technology, Work in capacity requested, Seek assistance of resource personnel, Work with resource personnel, Participate in in-service activities, Participate in staff development, Participate in staff meetings, Ensure communication with parents, Communicate student progress, Communicate instructional expectations, Inform students of progress, Manage allotted learning time, Maximize student achievement, Assign work to assistants, Supervise instructional assistants, Supervise parent volunteers, Supervise student volunteers, Ensure classroom environment is attractive, Ensure classroom environment is healthful, Ensure classroom environment is safe, Ensure classroom environment is conducive to learning, Ensure materials are accessible, Ensure materials are in good condition, Serve at two or more schools, Make off-school site visits, Monitor students off-site, Confer with employers, Confer with site instructors, Support school wide activities, Participate in school wide activities, Participate in social events, Participate in approved fund raising, Monitor student behavior in non-instructional areas, Intervene to control behavior, Intervene to modify behavior, Report disruptive behavior, Collaborate with other professionals, Carry out school-wide activities, Carry out related activities, Perform coaching duties, Provide athletic services, Adhere to UIL rules, Adhere to UIL regulations, Assist Athletic Department with budget, Assist Athletic Department with schedules, Assist Athletic Department with facilities, Communicate with Athletic Department", "teamCollaboration" : "Coordinate with professional staff; Collaborate with other professionals; Work with resource personnel", "domainKnowledge" : "Public school mission; Public school goals; Public school organization; Adolescent growth; Adolescent development; UIL rules; UIL regulations", "domainList" : [ "public-school-mission", "public-school-goals", "public-school-organization", "adolescent-growth", "adolescent-development", "uil-rules", "uil-regulations" ], "domainSpecificKnowledge" : [ "Public school mission", "Public school goals", "Public school organization", "Adolescent growth", "Adolescent development", "UIL rules", "UIL regulations" ], "communicationSkills" : "Communication with parents; Communication with students", "documentationSkills" : "Assessment documentation; Evaluation documentation", "continuousLearning" : "Staff development activities", "specialRequirements" : "Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Lifting less than 40 pounds, Use hands to finger, Use hands to handle, Use hands to feel, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Work prolonged hours, Work irregular hours, Maintain emotional control, Travel to various campuses, Travel to district meeting sites, Travel to conferences, Travel out of state, Work evenings, Work weekends, Work with disruptive behavior, Potential exposure to bodily fluids, Frequent childhood illnesses, Frequent pre-teen illnesses, Frequent teen illnesses", "outcomesObjectives" : "Maximize student achievement", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire, Valid Bilingual Certification for Bilingual teaching assignments, Valid Driver's license", "qualificationsPreferred" : "Master's degree preferred, CDL Certification preferred, Coaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher will plan and implement an instructional program and provide related educational services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, and modify instructional activities as required as well as carry out a variety of student monitoring and controls activities. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Assess student abilities as related to desired educational goals, objectives and outcomes. Continually assess student achievement and maintain appropriate assessment and evaluation documentation for institutional and individual reporting purposes. Plan appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials Implement an instructional program which provides appropriate learning experiences, considering different learning styles and a range of learning curves Manage the behavior of learners in instructional setting to ensure environment is conducive to the learning process, assist and participate in management of student behavior in other parts of the school, center, school grounds or work site Coordinate instructional related and testing activities with other professional staff, both school and non-school-based, as required, maximizing learning opportunities Utilize a variety of instructional materials and available multi-media and computer technology to enhance learning Work in a self-contained, team, departmental, itinerant capacity, or at field work site, as assigned; request assistance of and work with resource personnel Participate in in-service and staff development activities and staff meetings as required or assigned Ensure continuous communication with parents, both written and oral, to keep them informed of student(s) progress Continually communicate with students on instructional expectations and keep them informed of their progress in meeting those expectations Manage allotted learning time to maximize student achievement May assign work to and supervise instructional assistants, parent and student volunteers Ensure classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are accessible to students and in good condition May, as itinerant, serve at two or more schools on a regular basis. May make off-school site visits to monitor students, confer with employers, or site instructors. Support or participate in school wide student activities and social events and approved fund raising activities As assigned or required, monitor student behavior in non-instructional areas and intervenes to control and modify disruptive behavior, reporting to appropriate administrator as appropriate From time-to-time, collaborate with other professionals (guidance counselors, librarians) to carry out school-wide instructional or related activities If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Master's degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or has received statement of eligibility Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire Valid Bilingual Certification for Bilingual teaching assignments Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Demonstrated knowledge of FBISD program of studies related to assignments and public school mission, goals and organization Demonstrated knowledge of content, curriculum, methods, materials and equipment of instructional specialty(ies) to which assigned Demonstrated knowledge of adolescent growth and development or, if applicable, adult learning theory Ability to apply knowledge of current research and theory to instructional programs Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to establish and maintain effective relationships with students, peers and parents Strong oral and written communication skills If teaching a foreign language, proficiency in oral and written communication in that language; if teaching choral music, ability to demonstrate proper techniques (singing) is highly desirable; if teaching instrumental music classes, proficiency in one or more musical instruments; for both choral and instrumental music teachers, excellent hearing and ability to determine pitch and tone variations; if teaching in a vocational trade, including business trades, journey-level proficiency in that trade is with on the job journey, lead, or supervisory experience highly desirable If teaching auto mechanics or driver education, assigned off-site tasks or serving as an itinerant, possession of an appropriate, valid automotive vehicle operator's license is required Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position may require travel to various campuses, district meeting sites and conferences/meetings in and out of state. This position may require the employee to work some evenings and weekends. Work may include noisy and/or disruptive student behavior. Potential exposure to bodily fluids and frequent childhood, pre-teen or teen illnesses may occur. TEXAS", "summaryDescription" : "Teacher Math. Skills: Instructional planning, Student assessment, Behavior management. Plan instructional program. Implement instructional program", "createdAt" : "2026-06-14T18:49:40.990", "lastUpdated" : "2026-06-16T06:33:50.381", "ingestTimestamp" : "2026-06-14T18:49:40.990", "mongoId" : "69ce5e5f9bc74574cb67a54f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Content knowledge", "Curriculum development", "Instructional strategies", "Instructional planning", "Student assessment", "Behavior management", "Public school mission", "Public school goals", "Public school organization", "Adolescent growth", "Adolescent development", "UIL rules", "UIL regulations", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "skillCount" : 17, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 539.6865, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a3066c0f292fd229cfb554f", "title" : "Virtual Math Teacher", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Virtual Math Teacher in the United States, adjusted for mid-seniority and the education industry." }, "location" : "Gateway Online Academy of Ohio", "locations" : [ "Gateway Online Academy of Ohio" ], "certifications" : [ "Ohio teaching license" ], "timestamp" : "2026-06-16T08:00:13.939", "fingerprint" : "6ccd8f200b7f77ea568b8d6a32c46ce283bd2282a7116be8be811abf9d06158e", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7773833003", "externalId" : "7773833003", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Ohio", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Ohio, United States", "professionalSkills" : [ "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching" ], "hardSkillsList" : [ "Differentiate instruction", "Live lessons", "Asynchronous instruction" ], "hardSkills" : [ { "name" : "Differentiate instruction", "level" : "intermediate" }, { "name" : "Live lessons", "level" : "intermediate" }, { "name" : "Asynchronous instruction", "level" : "intermediate" } ], "majorSkills" : "Virtual teaching, Student achievement, Social-emotional development", "majorSkillsList" : [ "Virtual teaching", "Student achievement", "Social-emotional development" ], "coreResponsibilities" : "Serve as teacher of record, Primary instructor in high school math, Meet goals for student achievement, Meet goals for school culture, Meet state academic accountability goals, Deliver live lessons via web conference, Complete course set up, Monitor student progress in asynchronous courses, Provide feedback on assignments, Grade assignments daily, Track student progress, Maintain contact with each student, Create and deliver Progress Reports of Students, Review student level data, Differentiate instruction to meet needs, Utilize research-based best practices, Create a joyful classroom environment, Integrate culturally responsive teaching practices, Implement school-wide culture expectations, Communicate regularly with families, Incorporate 21st century technology skills, Participate in planning non-instructional activities, Attend non-instructional activities in person, Collaborate and communicate effectively, Travel to support state testing, Perform other duties as assigned", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Dropout Prevention and Recovery; 21st-century curriculum", "domainList" : [ "dropout-prevention-and-recovery", "21st-century-curriculum" ], "domainSpecificKnowledge" : [ "Dropout Prevention and Recovery", "21st-century curriculum" ], "toolProficiency" : [ "Microsoft Office", "Word", "Outlook", "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "specialRequirements" : "Travel required several times per year, Face to face attendance required", "outcomesObjectives" : "Meet all goals related to student achievement; Meet all goals related to culture; Meet state specific academic accountability goals", "qualificationsBasic" : "Ohio teaching license in appropriate content area, Knowledge of State Standards, Knowledge of Common Core Standards, Ability to stand for up to 90 minutes, Ability to supervise students in all school settings, Ability to pass federal and state criminal background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in a multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "About Us Gateway Online Academy of Ohio provides a tuition-free, online high school experience for students in grades 9–12. As a Dropout Prevention and Recovery school, Gateway offers a flexible, self-paced environment designed to help students overcome obstacles and earn their high school diploma on their own terms. We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods.  Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Ohio About the Opportunity Serve as the teacher of record and primary instructor in high school math Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face-to-face state testing annually Perform other duties as assigned About You Current Ohio teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $43,000 – $51,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-AB1", "summaryDescription" : "Virtual Math Teacher at ACCEL Schools. 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"jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "_score" : 536.5295, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Healthcare", "llmIndustryConfidence" : 0.9 }, { "id" : "6a1614ed58b93c861e8d8754", "title" : "Aide Special Education Center Behavior Program", "industry" : "Education", "salary" : { "min" : 36000.0, "max" : 48000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an entry-level Aide Special Education Center Behavior Program in Texas, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-escalation/Restraint Certification" ], "timestamp" : "2026-06-15T23:31:35.348", "fingerprint" : "8a91bad0aeb4bdfd9c2210e0cf90e238f8a3bd29b3041dc80f88fc1adda707aa", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=192415", "externalId" : "192415", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Service Delivery", "Behavioral Strategies", "Academic Lessons", "Personal Care Services", "Record Service Implementation", "Collect Data", "Document Student Progress", "Maintain Confidentiality" ], "hardSkillsList" : [ "Behavior Management", "Instructional Support", "Student Supervision", "Data Collection", "Charting Progress" ], "hardSkills" : [ { "name" : "Behavior Management", "level" : "intermediate" }, { "name" : "Instructional Support", "level" : "intermediate" }, { "name" : "Student Supervision", "level" : "intermediate" }, { "name" : "Data Collection", "level" : "intermediate" }, { "name" : "Charting Progress", "level" : "intermediate" } ], "majorSkills" : "Special Education Support, Behavioral Intervention, Academic Assistance, Personal Care", "majorSkillsList" : [ "Special Education Support", "Behavioral Intervention", "Academic Assistance", "Personal Care" ], "coreResponsibilities" : "Provide support to students, Implement individualized education plan, Document student's individualized education plan, Maintain a safe environment, Maintain an engaging environment, Serve as a positive role model, Build interpersonal relationships with students, Interact with students in various settings, Ensure student safety, Ensure student engagement, Assist with classroom management, Facilitate consistent expectations, Facilitate routines, Maintain alert attention, Supervise students at all times, Promote a structured environment, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Record service implementation, Collect data, Document student progress, Chart student progress, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher", "domainKnowledge" : "Emotional Disabilities; Behavioral Disabilities; Cognitive Disabilities; Communicative Needs; Individualized Education Plan; ARD Documents; 504 Plans; BIPs; Social Emotional Learning; Personal Care Services; Bodily Fluids Exposure; Childhood Illnesses", "domainList" : [ "emotional-disabilities", "behavioral-disabilities", "cognitive-disabilities", "communicative-needs", "individualized-education-plan", "ard-documents", "504-plans", "bips", "social-emotional-learning", "personal-care-services", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Emotional Disabilities", "Behavioral Disabilities", "Cognitive Disabilities", "Communicative Needs", "Individualized Education Plan", "ARD Documents", 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Operating System, Proficient in Microsoft Office applications", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Center Behavior Prohram will provide support/services to students receiving both general education only and special education services, with significant emotional and behavioral, cognitive, and/or communicative needs, in the areas of academic, behavior, communication, independent living, life, social and personal care skills. Assist teachers and staff in performing a variety of tasks by implementing and/or documenting the student's individualized education plan. Maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Hold a strong background or desire to work successfully with students with significant emotional, behavioral and cognitive disabilities, which can include extreme physical and/or verbal aggression to self and/or others Serve as a positive role model for students by demonstrating skill from which students can emulate Build and maintain strong, interpersonal relationships with students 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 facilitating consistent expectations and routines. Maintain alert attention regarding supervision of students at all times in a variety of settings to promote a highly-structured environment Execute behavioral strategies as identified by the teacher based upon ARD documents, 504 plans or BIPs (e.g., reinforcements, consequences, contingencies) Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice), to include research-based Social Emotional Learning (SEL) 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 service implementation on approved logs (e.g., inclusive support logs, accommodation logs) Collect data, document, and chart student progress 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 passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification or required to obtain within 10 days of hire De-escalation/Restraint Certification when required per district procedure 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 requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Aides are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Aide Special Education Center Behavior Program. Skills: Special Education Support, Behavioral Intervention, Academic Assistance, Personal Care. Provide support to students. 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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. 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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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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; 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BAYADA’s special needs aides - DSPs - work 1:1 in home and community settings as a companion and mentor. We specialize in assisting individuals with intellectual or developmental disabilities reach their full potential! Make an Impact: Provide personal care assistance (dressing, grooming, hygiene) Assist with daily living tasks, such as cooking and cleaning Accompany clients on errands, appointments, and community integration activities Spend time on the client’s favorite hobbies Compensation & Schedule: Competitive pay rates with a weekly pay schedule Flexible scheduling (various shifts) Short commute times (we try to match opportunities near your home) Mileage reimbursement Benefits To Love: Education & Development: Scholarship and development opportunities Recognition & Rewards: Recognition programs, referral bonuses Positive Work Environment: Stable and supportive work environment with around the clock clinical support Paid Time Off: PTO (paid time off) and paid holidays (both part time and full time employees earn!) Other: Employee assistance program (EAP) and more! Qualifications for Our Support Professionals: One year experience working or volunteering with intellectual and developmental disabilities High school diploma or equivalent 18 years of age or older Details: Locations We're Hiring: Scranton, Pittston, and Wilkes Barre areas! Type: Part Time (with the ability to grow to full-time equivalent!) - primarily days, evenings, and weekends! Pay: $17.50 and up based on experience Thrive in a Culture That Cares We put your well-being first, fostering an inclusive and collaborative environment of belonging where you can achieve your goals. Don't just take our word for it! Rated 3.8 stars on Indeed & Glassdoor Newsweek's Greatest Workplace for Overall, Women, Parents & Families, Diversity Forbes Best Employers for Veterans You will be part of a team that cares and a company that believes in leading with our values. We provide an opportunity for you to make a difference in the lives of others and offer flexibility in our roles to match your needs. As a member of our team, you will be valued, respected, and heard. We are committed to investing in people and nurturing their desire to grow, and we can’t wait for you to join us. BAYADA recognizes and rewards our support professionals who set and maintain the highest standards of excellence. Join our caring team today! As an accredited, regulated, certified, and licensed home health care provider, BAYADA complies with all state/local mandates. BAYADA is celebrating 50 years of compassion, excellence, and reliability. Learn more about our 50th anniversary celebration and how you can join in here. BAYADA Home Health Care, Inc., and its associated entities and joint venture partners, are Equal Opportunity Employers. All employment decisions are made on a non-discriminatory basis without regard to sex, race, color, age, disability, pregnancy or maternity, sexual orientation, gender identity, citizenship status, military status, or any other similarly protected status in accordance with federal, state and local laws. Hence, we strongly encourage applications from people with these identities or who are members of other marginalized communities.", "summaryDescription" : "Direct Support Professional / Special Needs Caregiver at BAYADA Home Health Care. Skills: Direct support, Special needs care. Provide personal care assistance. 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Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquires 20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Respond to demands", "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, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments, Caring for 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 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). Skills: Special education, Student support, Behavioral intervention. Supervise students in class. 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Guide students through competition-style problems, explain key concepts and strategies, and help them build systematic approaches to common competition math topics.", "communicationSkills" : "English", "outcomesObjectives" : "Help students succeed in national math contests by developing their problem-solving abilities, mathematical reasoning, and competition strategies. Support students in developing confidence and effective test-taking strategies.", "qualificationsBasic" : "Bachelor’s degree or majors in Math, Economics, Finance, or related fields. Experience in math competitions or relevant competition teaching/tutoring experience. Familiarity with competitions such as AMC, AIME, or MathCounts. Available to work during weekday evenings and weekends.", "qualificationsPreferred" : "Bilingual proficiency in Mandarin.", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "Job type: Part-Time (less than 20hrs/week) Location: Remote Intended Start Date: As soon as possible Who we are: Think Academy US (www.TheThinkAcademy.com), a 100% owned subsidiary of TAL Education Group(NYSE: TAL), is recently established education technology (Ed-Tech) company to provide K-12 extra-curricular learning services through science and technology. At Think Academy, we provide full cycle service to foster local children’s ability to think critically, to strengthen their logic skills, and to help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Each week, more than 6 million students are enrolled in TAL's online and offline education platform. Whom we are looking for: Think Academy is expanding its competition math programs for students in North America. We are currently looking for Remote Math Competition Tutors to teach and support students preparing for AMC 8 and AMC 10 mathematics competitions. Our program focuses on developing students’ problem-solving abilities, mathematical reasoning, and competition strategies to help them succeed in national math contests. What You Will Do: Deliver online one-on-one math lessons focused on AMC 8 and AMC 10 competition preparation. Teach in English using interactive and problem-solving based methods to help students develop strong analytical and logical thinking skills. Guide students through competition-style problems and explain key concepts and strategies used in math competitions. Help students build systematic approaches to common competition math topics such as number theory, algebra, counting, probability, and geometry. Support students in developing confidence and effective test-taking strategies for math competitions. Provide timely feedback and targeted guidance to support student understanding and continuous improvement How You Can Be Qualified: Bachelor’s degree or above; majors in Math, Economics, Finance, or related fields are preferred Experience in math competitions or relevant competition teaching/tutoring experience is highly preferred Strong math foundation; familiarity with competitions such as AMC, AIME, or MathCounts is preferred Available to work during weekday evenings and weekends Bilingual proficiency in Mandarin is preferred Pay: Pay starts from $20–25/hr, with opportunities for promotion and salary increases twice a year. Think Academy 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, or protected veteran status and will not be discriminated against on the basis of disability.", "summaryDescription" : "1 on 1 AMC 8 Tutor at Think Academy US. Skills: Math Competition Tutoring, Problem-Solving. Deliver online one-on-one math lessons focused on AMC 8 and AMC 10 competition preparation, using interactive and problem-solving based methods to help students develop analytical and logical thinking skills. 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Differentiate instruction to meet the needs of all students. Maintain accurate and complete records of students’ progress and development. Utilize research-based best practices in daily planning and classroom instruction. Manage student behavior in the classroom. Create a positive classroom environment for students to learn in. Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students. Implement school-wide culture expectations and norms. Communicate and meet with families regarding the academic and social-emotional growth of their child. Incorporate technology skills into daily classroom practice to support learning. Participate in the planning and implementation of non-instructional activities, as needed. Collaborate and communicate effectively with colleagues. Perform other duties as assigned.", "teamCollaboration" : "Collaborate and communicate effectively with colleagues", "toolProficiency" : [ "MAC Lab" ], "communicationSkills" : "written communication; verbal communication", "documentationSkills" : "Maintain accurate and complete records of students’ progress and development", "specialRequirements" : "Ability to pass federal and state criminal background checks", "outcomesObjectives" : "Be part of the difference at Eastland Preparatory Academy!", "qualificationsBasic" : "High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring. Excellent written and verbal communication skills. Ability to properly manage confidential information. Able to supervise students of various ages in different school settings (playground, cafeteria, etc.). Experience working within an urban environment.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is hiring a highly qualified 6th - 8th Grade ELA Teacher at Eastland Preparatory Academy in Columbus, Ohio dedicated to providing a superior education for all students. We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Eastland Preparatory Academy! Celebrating 10 years of service to the East Columbus community, Eastland is a public charter school providing a continuous EK-8th grade education. The school offers hands-on, project-based learning with character education and a variety of specialty subjects, clubs, and sports. The newly renovated facility includes large, modern classrooms equipped with state-of-the-art technology and a MAC Lab. Eastland Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of the Teacher include to- Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $42,500 - 52,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "6-8th ELA Teacher at ACCEL Schools. 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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). 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Content areas planning", "domainKnowledge" : "College readiness; Life success", "domainList" : [ "college-readiness", "life-success" ], "domainSpecificKnowledge" : [ "College readiness", "Life success" ], "documentationSkills" : "Lesson plans; Pupil progress reports", "continuousLearning" : "Professional development; Teacher training workshops; Educational conferences", "qualificationsBasic" : "Bachelor's degree required, Valid Tennessee teaching license, Valid out of state license, On track for Tennessee certification, Practitioner license eligibility, Belief in IOTA mission, Ability to meet deadlines", "qualificationsPreferred" : "Enroll in EPP program", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "IOTA Community Schools is a network of four public charter schools in Memphis, Tennessee. We operate both \"fresh start\" schools and \"zoned-enrollment\" turnaround schools. From 6th through 12th grades, our schools serve predominantly minority and low-income populations likely to be first-generation college attendees. Signing bonus up to $10,000! IOTA Community Schools is seeking High School Math teachers in the Memphis area for the 2026-2027 school year! We truly believe that every student, whatever their circumstances, holds the innate potential to achieve their goals and succeed in college, leadership, and life. Our staff is committed to continuing their own learning and refining their practice to stay current in the field ensuring a quality education for all. IOTA offers specialized professional development, bi-weekly observations, and opportunities to grow and develop to enable strong teaching and learning in every classroom. We are looking for teachers that are passionate about ensuring that all students have access to a high-quality education regardless of their zip code or socio-economic status. Position Responsibilities: * Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. Attend staff meetings, and serve on committees as required. The approximate school day for staff runs from 7:30 a.m. to 3:30-4:30 p.m. * Effectively instruct students in assigned content area(s) as prescribed by IOTA’s academic content standards through direct instruction, demonstrating, and using audio-visual aids and other materials to supplement presentations with the overall goal of engaging student learning. * Work as part of an interdisciplinary team and within content areas planning and aligning curricula to ensure that instruction follows curriculum guidelines or requirements of state and school. * Set clear short-term and long-term goals to drive instruction. * Develop and submit weekly and long range lesson plans containing standards, objectives, essential questions, assessments and lesson plans; assign lessons and review homework. * Consistently use data to evaluate pupil progress, record results, and issue meaningful reports to inform parents of progress. * Create and implement student intervention plans when necessary for students. * Maintain the school’s student management policies and procedures (i.e. attendance records, dress code, etc.) and report to the school administrators when necessary. * Maintain effective supervision and discipline in the classroom. * Work with other teachers and administrators to address and resolve student needs. * Provide necessary accommodations and modifications for growth and success of all students. * Participate in faculty and professional meetings, educational conferences, and teacher training workshops. * Lead and participate in student activities such as: sponsoring student activities or student organizations, * coaching a sports team, working with parents and the community as part of a committee or group, provide morning or after school supervision, and chaperoning student activities. * Abide by all state and federal mandates in reporting sexual or physical abuse and neglect. * Other duties as assigned. ## Qualifications * Bachelor’s degree required * Candidates must have either (a) valid Tennessee teaching license with the appropriate content endorsement to teach or (b) a valid out of state license that can successfully be transferred to Tennessee within 90 days of employment, or (c) demonstrate you are on track to complete the necessary steps towards certification in Tennessee. If you do not hold a teaching license, you may qualify for a Practitioner license while you complete graduate coursework, but you must enroll in an EPP program. Please review here: https://www.tn.gov/education/licensing/educator-preparation/educator-preparation-programs-providers.html * Belief in the IOTA mission * Ability to meet deadlines related to lesson plan submission, grades, and other requirements * Humility, sense of humor, and rock-solid commitment to IOTA’s mission and the communities we serve ## Additional Information Our teacher salary is based on years of certified experience and ranges from $53,000-$75,250 including a signing bonus of up to $10,000 to be paid in three installments and is subject to change. We also offer comprehensive benefits plan as well as the opportunity to impact a growing, mission-driven organization that is committed to the success of all students. This employer strives for a balanced, productive workforce, which is diverse in terms of age, gender, and cultural identity. We do not base hiring or promotional decisions on factors other than performance and professional growth potential. Please note that we are unable to sponsor H1 VISA applicants.", "summaryDescription" : "High School Math Teacher at IOTA Community Schools. Attend professional meetings. 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Support student learning", "createdAt" : "2026-06-14T20:45:08.108", "lastUpdated" : "2026-06-16T07:04:30.878", "ingestTimestamp" : "2026-06-14T20:45:08.108", "mongoId" : "6a2ce3b974d8ee00a0a612e1", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 31000, "salaryAnnualMax" : 42000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Title 1 funding" ], "skillCount" : 1, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.44444445, "_score" : 488.18884, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "69ce5e5f9bc74574cb67a5b5", "title" : "Teacher Special Education Behavior Support (BSS)", "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 Behavior Support Teacher in Texas, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T03:33:19.125", "fingerprint" : "b9214cd9708d0eb474ddb88def533d7546b66aa0eec7c363605935fb9bccf854", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186609", "externalId" : "186609", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Behavior support", "Instructional activities", "Data collection", "Lesson planning", "Social skills training" ], "hardSkillsList" : [ "Behavior intervention plans", "Data analysis", "Lesson plan implementation", "Social development", "Self-care skills" ], "hardSkills" : [ { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Lesson plan implementation", "level" : "intermediate" }, { "name" : "Social development", "level" : "intermediate" }, { "name" : "Self-care skills", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavior support, IEP goals", "majorSkillsList" : [ "Special education", "Behavior support", "IEP goals" ], "coreResponsibilities" : "Provide consistent expectations, Utilize Positive Behavior Support strategies, Implement Behavior Support Services, Conduct instructional activities, Maintain collaborative working relationship, Develop clear IEP goals, Maintain effective communication, Collect and analyze data, Prepare and implement lesson plans, Fully implement students' IEP, Collaborate with general education teachers, Prepare and organize materials, Conduct daily social skills training, Monitor student behaviors, Maintain regular communication, Direct and oversee paraprofessional activities, Train instructional support staff, Provide for basic needs, Provide direct instruction, Safeguard confidentiality, Participate in ARD meetings, Conduct professional activities", "teamCollaboration" : "Collaborative working relationship with parents; Collaborate with general education teachers; Collaborate with staff; Collaborate with community agencies", "domainKnowledge" : "Behavioral and emotional disabilities; Individual Education Plan (IEP); Behavior Intervention Plans (BIPs)", "domainList" : [ "behavioral-and-emotional-disabilities", "individual-education-plan-iep", "behavior-intervention-plans-bips" ], "domainSpecificKnowledge" : [ "Behavioral and emotional disabilities", "Individual Education Plan (IEP)", "Behavior Intervention Plans (BIPs)" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Prepare paperwork for ARD meetings", "continuousLearning" : "Attend professional development; Attend after-school teacher meetings", "problemSolvingSkills" : "Data analysis", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Lifting and positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Work prolonged or irregular hours, Maintain emotional control under stress", "outcomesObjectives" : "Increase students' behavioral abilities; Increase students' social abilities; Successful transition into adulthood; Monitor progress towards IEP goals", "qualificationsBasic" : "Bachelor's degree Education, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility", "qualificationsPreferred" : "Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education BSS Elementary School will provide instruction in the areas of academic, behavior, social and self-care services to students identified with severe behavioral and emotional disabilities that interfere with their ability to access the curriculum in a less-restrictive environment. The goal is to facilitate a reintegration into the general education classroom setting, and to increase the students' behavioral and social abilities in order to be successful in their transition into adulthood. The program is structured to meet the various behavioral needs of each student and focuses on assisting students with behavioral and academic growth as well as social development. Position Description Essential Duties and Responsibilities Service Delivery Provide 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 Implement the Behavior Support Services Critical Elements as designated by the Program Manager Conduct instructional activities, which promote and develop successful learning, for multiple grade levels of students Maintain a collaborative working relationship with parents, students, and school/community stakeholders in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Maintain effective and timely written and oral communication with parents, staff and other school personnel and community agencies Collect and analyze data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Prepare and implement lesson plans that are developmentally and age-appropriate based on the students' IEP, through necessary accommodations and modifications Fully implement students' IEP, including behavior intervention plans and accommodations/modifications of materials and curriculum Collaborate with general education teachers to align lesson plans to general education curriculum Prepare and organize materials to implement daily lesson plans Conduct daily social skills training through research-based social skills curriculum 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 activities/events, fire drills, or other group activities) Maintain regular communication with students, parents, and appropriate staff members regarding all aspects of student program Direct and oversee the activities of an educational setting paraprofessional, aide, volunteer, or peer tutor Train and assign the work of instructional support staff and provide input into performance evaluation process Provide for basic needs of students who, because of their disability, are not able to care for themselves, including but not limited to self-care skills May provide for direct instruction to students in the areas of vocation and career development; communication skills; social and recreation/leisure skills; transition to adult living Compliance Safeguard confidentiality with regard to students with disabilities Participate in and prepare paperwork for Admission, Review and Dismissal (ARD) meetings, which include but not limited to Present Levels of Academic Achievement and Functional Performance (PLAAFPs), goals and objectives, Behavior Intervention Plan (BIPs), Autism and Transportation supplements Conduct instructional and other professional activities consistent with the requirements of state and federal law Program Support Participate in appropriate on-campus and off-campus professional development, including after-school teacher meetings, as required or assigned Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "Teacher Special Education Behavior Support (BSS). Skills: Special education, Behavior support, IEP goals. Provide consistent expectations. Utilize Positive Behavior Support strategies", "createdAt" : "2026-06-14T01:10:03.694", "lastUpdated" : "2026-06-15T03:33:19.125", "ingestTimestamp" : "2026-06-14T01:10:03.694", "mongoId" : "69ce5e5f9bc74574cb67a5b5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Behavior intervention plans", "Data analysis", "Lesson plan implementation", "Social development", "Self-care skills", "Special education", "Behavior support", "IEP goals", "Instructional activities", "Data collection", "Lesson planning", "Social skills training", "Behavioral and emotional disabilities", "Individual Education Plan (IEP)", "Behavior Intervention Plans (BIPs)", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 18, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 487.9815, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a53c", "title" : "Teacher Special Education BSS (Behavior Support)", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Texas, United States, adjusted for the education industry and typical full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Texas teaching certificate", "Special Education certification" ], "timestamp" : "2026-06-15T05:00:50.185", "fingerprint" : "2e779653f5f1f3f036be03b94086a9b30b6b3beffe6d3fa9c5ab392e97285f5d", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186496", "externalId" : "186496", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Behavior management", "Instructional planning", "Data analysis", "Curriculum alignment" ], "hardSkillsList" : [ "Social skills training", "Lesson plan preparation", "Data collection", "Self-care skills instruction" ], "hardSkills" : [ { "name" : "Social skills training", "level" : "intermediate" }, { "name" : "Lesson plan preparation", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "level" : "intermediate" } ], "majorSkills" : "Special Education, Behavior Support, IEP development", "majorSkillsList" : [ "Special Education", "Behavior Support", "IEP development" ], "coreResponsibilities" : "Provide instruction in academic, behavior, social, and self-care, Facilitate student reintegration into general education, Increase students' behavioral and social abilities, Meet various behavioral needs of each student, Assist students with behavioral and academic growth, Assist students with social development, Provide athletic services for UIL sports, Utilize Positive Behavior Support strategies, Maintain classroom management, Maintain therapeutic rapport with students, Implement Behavior Support Services Critical Elements, Conduct instructional activities, Develop successful learning, Maintain collaborative working relationship with stakeholders, Develop clear, measurable IEP goals and objectives, Align goals with Texas Essential Knowledge and Skills, Maintain effective communication with parents, staff, and agencies, Collect and analyze data, Monitor progress towards IEP goals, Prepare and implement lesson plans, Make accommodations and modifications, Fully implement students' IEPs, Implement behavior intervention plans, Modify materials and curriculum, Collaborate with general education teachers, Align lesson plans to general education curriculum, Prepare and organize materials, Conduct daily social skills training, Monitor student behaviors inside and outside classrooms, Maintain regular communication with students, parents, and staff, Direct and oversee paraprofessional activities, Train instructional support staff, Provide input into performance evaluation, Provide for basic needs of students, Provide direct instruction in vocation and career, Provide direct instruction in social and recreation/leisure, Provide direct instruction in transition to adult living, Safeguard confidentiality, Participate in ARD meetings, Present Levels of Academic Achievement and Functional Performance, Present goals and objectives, Present Behavior Intervention Plan (BIPs), Present Autism and Transportation supplements, Conduct instructional activities consistent with state and federal, Participate in professional development, Attend after-school teacher meetings, Perform coaching duties as assigned, Adhere to UIL rules and regulations, Assist Athletic Department with budget, Assist Athletic Department with schedules, Assist Athletic Department with facilities, Communicate with Athletic Department regularly", "teamCollaboration" : "Collaborative working relationship with parents; Collaborative working relationship with students; Collaborative working relationship with school stakeholders; Collaborative working relationship with community stakeholders; Collaborate with general education teachers; Communicate with staff; Communicate with other school personnel; Communicate with community agencies; Communicate with parents; Communicate with students; Communicate with appropriate staff members; Communicate with Athletic Department", "domainKnowledge" : "Behavioral disabilities; Emotional disabilities; Individual Education Plan (IEP); Behavior Intervention Plan (BIP); UIL sport rules; Adult living transition", "domainList" : [ "behavioral-disabilities", "emotional-disabilities", "individual-education-plan-iep", "behavior-intervention-plan-bip", "uil-sport-rules", "adult-living-transition" ], "domainSpecificKnowledge" : [ "Behavioral disabilities", "Emotional disabilities", "Individual Education Plan (IEP)", "Behavior Intervention Plan (BIP)", "UIL sport rules", "Adult living transition" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "IEP documentation; Lesson plan documentation; Data collection documentation; ARD meeting paperwork", "continuousLearning" : "Professional development attendance", "problemSolvingSkills" : "Data analysis", "specialRequirements" : "Work outside up to 25%, Exposure to elements and inclement weather, Lifting and positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses, Maintain emotional control under stress", "outcomesObjectives" : "Facilitate student reintegration into general education; Increase students' behavioral and social abilities; Successful transition into adulthood", "qualificationsBasic" : "Valid Texas teaching certificate, Special Education certification, Experience with students with severe behavioral and emotional disabilities", "qualificationsPreferred" : "Experience coaching UIL sport", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education BSS High School will provide instruction in the areas of academic, behavior, social and self-care services to students identified with severe behavioral and emotional disabilities that interfere with their ability to access the curriculum in a less-restrictive environment. The goal is to facilitate a reintegration into the general education classroom setting, and to increase the students' behavioral and social abilities in order to be successful in their transition into adulthood. The program is structured to meet the various behavioral needs of each student and focuses on assisting students with behavioral and academic growth as well as social development. 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 Provide 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 Implement the Behavior Support Services Critical Elements as designated by the Program Manager Conduct instructional activities, which promote and develop successful learning, for multiple grade levels of students Maintain a collaborative working relationship with parents, students, and school/community stakeholders in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Maintain effective and timely written and oral communication with parents, staff and other school personnel and community agencies Collect and analyze data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Prepare and implement lesson plans that are developmentally and age-appropriate based on the students' IEP, through necessary accommodations and modifications Fully implement students' IEP, including behavior intervention plans and accommodations/modifications of materials and curriculum Collaborate with general education teachers to align lesson plans to general education curriculum Prepare and organize materials to implement daily lesson plans Conduct daily social skills training through research-based social skills curriculum 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 activities/events, fire drills, or other group activities) Maintain regular communication with students, parents, and appropriate staff members regarding all aspects of student program Direct and oversee the activities of an educational setting paraprofessional, aide, volunteer, or peer tutor Train and assign the work of instructional support staff and provide input into performance evaluation process Provide for basic needs of students who, because of their disability, are not able to care for themselves, including but not limited to self-care skills May provide for direct instruction to students in the areas of vocation and career development; communication skills; social and recreation/leisure skills; transition to adult living Compliance Safeguard confidentiality with regard to students with disabilities Participate in and prepare paperwork for Admission, Review and Dismissal (ARD) meetings, which include but not limited to Present Levels of Academic Achievement and Functional Performance (PLAAFPs), goals and objectives, Behavior Intervention Plan (BIPs), Autism and Transportation supplements Conduct instructional and other professional activities consistent with the requirements of state and federal law Program Support Participate in appropriate on-campus and off-campus professional development, including after-school teacher meetings, as required or assigned 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 adheres 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 Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Teacher Special Education BSS (Behavior Support). Skills: Special Education, Behavior Support, IEP development. Provide instruction in academic, behavior, social, and self-care. Facilitate student reintegration into general education", "createdAt" : "2026-06-14T06:44:39.566", "lastUpdated" : "2026-06-15T05:00:50.185", "ingestTimestamp" : "2026-06-14T06:44:39.566", "mongoId" : "69ce5e5f9bc74574cb67a53c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Social skills training", "Lesson plan preparation", "Data collection", "Self-care skills instruction", "Special Education", "Behavior Support", "IEP development", "Behavior management", "Instructional planning", "Data analysis", "Curriculum alignment", "Behavioral disabilities", "Emotional disabilities", "Individual Education Plan (IEP)", "Behavior Intervention Plan (BIP)", "UIL sport rules", "Adult living transition", "Valid Texas teaching certificate", "Special Education certification" ], "skillCount" : 19, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 487.66528, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2203e374d8ee00a0d618cd", "title" : "Instructional Coach - ELA", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Instructional Coach - ELA in Richmond, United States, adjusted for mid-seniority and full-time employment." }, "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" : [ "Valid Teaching Certification", "Secondary ELA", "Valid Texas ESL Certification" ], "timestamp" : "2026-06-15T08:41:44.444", "fingerprint" : "01eb3acb5b567b48c8daa88de528a510b3dfcfe94542b03d15efe59853acec79", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=192956", "externalId" : "192956", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.5821811,-95.7607832" } ], "locationText" : "Richmond, Texas, United States", "professionalSkills" : [ "Instructional leadership", "Literacy instruction", "Classroom management", "Data analysis", "Instructional planning", "Blended learning", "Teacher development", "Mentoring new teachers" ], "hardSkillsList" : [ "Literacy content knowledge", "Formative assessment", "Summative assessment", "Reading/Writing Workshop" ], "hardSkills" : [ { "name" : "Literacy content knowledge", "level" : "intermediate" }, { "name" : "Formative assessment", "level" : "intermediate" }, { "name" : "Summative assessment", "level" : "intermediate" }, { "name" : "Reading/Writing Workshop", "level" : "intermediate" } ], "majorSkills" : "Instructional coaching, ELA instruction, Literacy instruction, Teacher leadership", "majorSkillsList" : [ "Instructional coaching", "ELA instruction", "Literacy instruction", "Teacher leadership" ], "coreResponsibilities" : "Provide instructional support, Coach ELA teachers, Build capacity in teachers, Facilitate ELA PLCs, Coach teachers on protocols, Plan instruction, Analyze data for intervention, Facilitate teacher observations, Provide feedback on practice, Engage teachers in reflection, Model instructional planning, Integrate technology purposefully, Implement Blended Learning, Collaborate with leaders, Provide ongoing support, Disaggregate data for decisions, Develop teacher capacity, Utilize assessment data, Diagnose instructional needs, Identify best practices, Close achievement gaps, Support Reading/Writing Workshop, Support student ownership, Provide individual coaching, Provide group coaching, Align instruction to focus, Create T-TESS goals, Provide job embedded support, Assure attainment of goals, Promote best practices, Develop professional development, Facilitate professional development, Provide professional training, Align training to goals, Participate in observations, Maintain reporting tool, Create coaching schedule, Provide informal feedback, Research best practices, Support literacy resources, Support new teachers, Build grade level capacity", "teamCollaboration" : "Campus and district leaders; Teaching and Learning Division; Special Education; Teacher Development", "domainKnowledge" : "Reading/Writing Workshop Model", "domainList" : [ "reading-writing-workshop-model" ], "domainSpecificKnowledge" : [ "Reading/Writing Workshop Model" ], "toolProficiency" : [ "Learning management system" ], "continuousLearning" : "District level meetings; Intervention sessions; Literacy content knowledge development; Professional learning events; Conferences; Professional development", "problemSolvingSkills" : "Data analysis; Diagnose instructional needs", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Prolonged hours, Irregular hours, Emotional control", "outcomesObjectives" : "Ensure student academic potential; Close achievement gaps", "qualificationsBasic" : "Bachelor's Degree, Valid Teaching Certification, Secondary ELA, Valid Texas ESL Certification, Minimum 5 years experience, Minimum 2 years experience", "qualificationsPreferred" : "Master's Degree", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Instructional Coach– ELA Secondary is responsible for providing instructional support and coaching to build capacity in ELA teachers to support the implementation of the written curriculum using best practices for Literacy instruction to ensure that each student is able to reach his or her academic potential. The Instructional Coach– ELA will achieve this level of support through the application of the coaching cycle which includes modeling, co-teaching, literacy content knowledge support, Professional Learning Community (PLC) facilitation, pedagogy and classroom management support. The incumbent will provide strong instructional leadership for ELA teachers to support the District's vision for Teaching and Learning within the Reading/Writing Workshop Model for literacy instruction. Position Description Essential Duties and Responsibilities Instructional Leadership Provide and facilitate leadership for ELA PLC’s and coach teachers on the expected process/protocols and outcomes for PLCs including effective planning of instruction, assessment, data analysis for intervention and enrichment, and meeting professional learning goals Utilize the peer coaching cycle, including tools for observation, to provide feedback on instructional practice and to engage teachers in reflective practice Model and support instructional planning that includes purposeful technology integration and the implementation of Blended Learning within instruction using the learning management system to support Reading/Writing Workshop Collaborate with the Teaching and Learning Division to provide job embedded learning opportunities that promote the implementation of the written curriculum and the campus/district instructional focus Collaborate with campus and district leaders to provide ongoing instructional support to ELA teachers through the use of effective partnership agreements within the coaching cycle Facilitate the disaggregation of multiple sources of data to make instructional decisions Develop capacity in ELA teachers to utilize data from formative and summative assessments to diagnose instructional needs and identify research based best practices for instruction in order to close achievement gaps Provide leadership to support the implementation of the Reading/Writing Workshop model to support student ownership of learning Professional Learning Utilize the peer coaching cycle to provide individual and group coaching/mentoring to support the implementation of the written curriculum and instruction aligned to the identified district/campus instructional focus Collaborate with teachers to create T-TESS (Texas Teacher Evaluation and Support System) goals and provide job embedded supports to assure attainment of T-TESS teacher professional goals Collaborate with the Teaching and Learning Division and Special Education to promote best practices in instruction through modeling, co-teaching, and instructional planning within Literacy Professional Learning Communities (PLCs) Collaborate with Teacher Development to develop, facilitate, and/or provide professional development and training to ELA teachers and staff aligned with campus/district instructional goals including campus based and summer professional learning opportunities Facilitate guided teacher observations to promote reflective practice and highlight best instructional practices Attend district level instructional meetings, intervention, literacy content knowledge development sessions, and professional learning events to promote professional growth Program Support Lead and/ or participate in guided coaching observations to promote reflective practice Maintain and report instructional coach services using the identified reporting tool Create and articulate a schedule with administrators of instructional coaching activities, professional learning opportunities, and professional growth requirements that support ELA instruction Provide informal feedback to ELA teachers regarding classroom instruction and progress with T-TESS professional goals Keep abreast of and research best practices for ELA instruction in the assigned grade levels Provide support to teachers on the implementation of literacy instructional resources including classroom library resources, developmentally appropriate texts, mentor texts, and appropriate technology Collaborate with Teacher Development to support the induction and mentoring of new campus ELA teachers and build the capacity of the grade level team to support new teachers Maintain and submit documentation to support activities that address the Comprehensive Needs Assessment which is included in the Campus Improvement Plan Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's Degree Master's Degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Secondary ELA Valid Texas ESL Certification Minimum of 5 years of experience as an ELA classroom teacher and/or specialist Minimum of 2 years of experience in teacher leadership Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. TEXAS-RICHMOND", "summaryDescription" : "Instructional Coach - ELA. Skills: Instructional coaching, ELA instruction, Literacy instruction, Teacher leadership. Provide instructional support. Coach ELA teachers", "createdAt" : "2026-06-14T07:09:13.485", "lastUpdated" : "2026-06-15T08:41:44.444", "ingestTimestamp" : "2026-06-14T07:09:13.485", "mongoId" : "6a2203e374d8ee00a0d618cd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Literacy content knowledge", "Formative assessment", "Summative assessment", "Reading/Writing Workshop", "Instructional coaching", "ELA instruction", "Literacy instruction", "Teacher leadership", "Instructional leadership", "Classroom management", "Data analysis", "Instructional planning", "Blended learning", "Teacher development", "Mentoring new teachers", "Reading/Writing Workshop Model", "Valid Teaching Certification", "Secondary ELA", "Valid Texas ESL Certification", "Learning management system" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 485.12134, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a594", "title" : "Teacher Special Education In-Class Support /Co-Teach", "industry" : "Education", "salary" : { "min" : 52000.0, "max" : 78000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Texas, USA, adjusted for the education industry and full-time onsite work." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T01:08:15.257", "fingerprint" : "32f9c676aebd44d54a236819ce78402a453e13ac5888b5925e5c404e410cedfa", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186614", "externalId" : "186614", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional design", "Behavioral intervention", "Data collection", "Record maintenance", "Adaptive equipment use", "Assistive technology use", "Curriculum modification", "IEP development", "Progress reporting", "Professional development" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Functional communication skills", "Visual structure implementation", "Behavioral skills development", "Grade-level curriculum access", "Lesson plan preparation", "Behavioral strategy execution", "Physical restraint intervention", "Social emotional education", "Personal care", "Toileting", "Feeding", "General education collaboration", "Prerequisite skill knowledge", "TEKS compliance", "Confidentiality", "Annual goals/objectives development", "ARD meeting participation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "Paraprofessional support", "Paraprofessional direction" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Social skills instruction", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "level" : "intermediate" }, { "name" : "Functional communication skills", "level" : "intermediate" }, { "name" : "Visual structure implementation", "level" : "intermediate" }, { "name" : "Behavioral skills development", "level" : "intermediate" }, { "name" : "Grade-level curriculum access", "level" : "intermediate" }, { "name" : "Lesson plan preparation", "level" : "intermediate" }, { "name" : "Behavioral strategy execution", "level" : "intermediate" }, { "name" : "Physical restraint intervention", "level" : "intermediate" }, { "name" : "Social emotional education", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "General education collaboration", "level" : "intermediate" }, { "name" : "Prerequisite skill knowledge", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" }, { "name" : "Annual goals/objectives development", "level" : "intermediate" }, { "name" : "ARD meeting participation", "level" : "intermediate" }, { "name" : "District guidelines adherence", "level" : "intermediate" }, { "name" : "State guidelines adherence", "level" : "intermediate" }, { "name" : "Federal guidelines adherence", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "Paraprofessional direction", "level" : "intermediate" } ], "majorSkills" : "Special Education Instruction, IEP Implementation, Behavioral Intervention, Curriculum Modification", "majorSkillsList" : [ "Special Education Instruction", "IEP Implementation", "Behavioral Intervention", "Curriculum Modification" ], "coreResponsibilities" : "Provide instruction to students with varying disabilities, Develop skills and knowledge for grade-level curriculum access, Use accommodations and/or modifications, Prepare lesson plans, Organize sequential and meaningful materials, Gear instruction to student needs, IEP goals, and, Align instruction with general education curriculum, Execute behavioral strategies as indicated in ARD documents, Intervene using behavior intervention strategies, Utilize data collection tools, Use assessment results to document student programs, Maintain accurate records, Monitor and adjust instructional plans, Monitor and adjust behavioral plans, Monitor and adjust social emotional educational plans, Use appropriate adaptive equipment, Use assistive technology, Facilitate learning with adaptive equipment, Facilitate communication with adaptive equipment, Facilitate mobility with adaptive equipment, Facilitate positioning with adaptive equipment, Fully implement students' IEPs, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations of materials, Implement modifications of materials, Implement accommodations of curriculum, Implement modifications of curriculum, Provide for basic needs of students, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Ensure full IEP implementation, Maintain updated knowledge of prerequisite skills, Maintain knowledge of assigned grade-level content, Maintain knowledge of Texas Essential Knowledge and Skills, Maintain confidentiality with regards to students, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school community personnel, Develop an individual education program (IEP), Develop present levels of academic achievement and functional, Develop Annual Goals/Objectives, Arrange draft ARD documents, Prepare draft ARD documents, Participate in students' Full Individual Evaluation (FIE), Provide progress reports to parents, Participate in required ARD meetings, Follow all district guidelines, Follow all state guidelines, Follow all federal guidelines, Conduct tasks related to SHARS, Maintain tasks related to SHARS, Document provision of services, Participate in professional development activities, Provide support to paraprofessionals, Provide direction to paraprofessionals", "teamCollaboration" : "General education teachers; Parents; Students; School community personnel; Related service providers", "domainKnowledge" : "Students with disabilities; Special education services; Academic instruction; Behavioral intervention; Communication skills; Least restrictive environment; IEP goals; ARD documents; Full Individual Evaluation (FIE)", "domainList" : [ "students-with-disabilities", "special-education-services", "academic-instruction", "behavioral-intervention", "communication-skills", "least-restrictive-environment", "iep-goals", "ard-documents", "full-individual-evaluation-fie" ], "domainSpecificKnowledge" : [ "Students with disabilities", "Special education services", "Academic instruction", "Behavioral intervention", "Communication skills", "Least restrictive environment", "IEP goals", "ARD documents", "Full Individual Evaluation (FIE)" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record maintenance; Progress reports; ARD documents; SHARS documentation", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavioral intervention strategies; Instructional planning; Data analysis", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying work related items weighing less than 40 pounds, Use hands to finger, handle, or feel objects, tools, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Prolonged or irregular hours, Maintain emotional control under stress, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting and positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervention with student behavior, Exposure to bodily fluids, Exposure to frequent childhood, pre-teen and teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Special Education Certification EC-12, Special Education Specialist Certification EC-12, Ability to plan and implement lessons, Ability to establish and maintain communication skills, Demonstrated knowledge of appropriate technology equipment and software programs, Proven ability to apply knowledge of current research and theory to instructional programs", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Teacher Special Education In-Class Support /Co-Teach. Skills: Special Education Instruction, IEP Implementation, Behavioral Intervention, Curriculum Modification. Provide instruction to students with varying disabilities. Develop skills and knowledge for grade-level curriculum access", "createdAt" : "2026-06-14T21:16:12.899", "lastUpdated" : "2026-06-16T01:08:15.257", "ingestTimestamp" : "2026-06-14T21:16:12.899", "mongoId" : "69ce5e5f9bc74574cb67a594", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 52000, "salaryAnnualMax" : 78000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Functional communication skills", "Visual structure implementation", "Behavioral skills development", "Grade-level curriculum access", "Lesson plan preparation", "Behavioral strategy execution", "Physical restraint intervention", "Social emotional education", "Personal care", "Toileting", "Feeding", "General education collaboration", "Prerequisite skill knowledge", "TEKS compliance", "Confidentiality", "Annual goals/objectives development", "ARD meeting participation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "Paraprofessional support", "Paraprofessional direction", "Special Education Instruction", "IEP Implementation", "Behavioral Intervention", "Curriculum Modification", "Instructional design", "Behavioral intervention", "Data collection", "Record maintenance", "Adaptive equipment use", "Assistive technology use", "Curriculum modification", "IEP development", "Progress reporting", "Professional development", "Students with disabilities", "Special education services", "Communication skills", "Least restrictive environment", "IEP goals", "ARD documents", "Full Individual Evaluation (FIE)", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)", "Adaptive equipment", "Assistive technology" ], "skillCount" : 53, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 482.97577, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f16", "title" : "Aide Special Education (Behavior Support Services)", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 52000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Aide Special Education in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "
OYSTER CREEK ELEMENTARY SCHOOL (138)
16425 MELLOW OAK LANE
SUGAR LAND, 77498

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T08:35:47.376", "fingerprint" : "900036288949f1d48f29628b8e0fcd1bed9dd4b80acb1bcc424f19155ea42b8f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184007", "externalId" : "184007", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis" ], "hardSkillsList" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training" ], "hardSkills" : [ { "name" : "Positive Behavior Support", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Crisis intervention training", "level" : "intermediate" } ], "majorSkills" : "Behavior Support, IEP Implementation, Student Support", "majorSkillsList" : [ "Behavior Support", "IEP Implementation", "Student Support" ], "coreResponsibilities" : "Provide support services, Assist teacher and staff, Implement/document students' IEP, Maintain safe environment, Provide consistent expectations, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement academic/functional lessons, Execute behavioral strategies, Collect and analyze data, Monitor progress towards IEP goals, Assist students with personal care, Implement lesson plans, Participate in implementing IEPs, Collaborate with general education teachers, Prepare behavioral/instructional materials, Conduct daily social skills training, Monitor student behaviors, Record service implementation, Conduct instructional activities", "teamCollaboration" : "Collaborate with student personnel; Collaborate with school personnel; Collaborate with classroom teacher; Collaborate with general education teachers", "domainKnowledge" : "Emotional and behavioral disabilities; Special education; ARD documentation; IEP goals; Behavior intervention plans", "domainList" : [ "emotional-and-behavioral-disabilities", "special-education", "ard-documentation", "iep-goals", "behavior-intervention-plans" ], "domainSpecificKnowledge" : [ "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Behavior intervention plans" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Crisis intervention", "specialRequirements" : "Work outside 25 percent, Exposure to inclement weather, Exposure to bodily fluids, Physically restrain students, Lift up to adult size student, Respond to risk behavior, Maintain emotional control, Rationally detach during interruptions", "outcomesObjectives" : "Monitor progress towards IEP goals", "qualificationsBasic" : "48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Behavior Support Services). Skills: Behavior Support, IEP Implementation, Student Support. Provide support services. Assist teacher and staff", "createdAt" : "2026-06-14T05:52:39.531", "lastUpdated" : "2026-06-15T08:35:47.376", "ingestTimestamp" : "2026-06-14T05:52:39.531", "mongoId" : "6960822e0937eae70e9c7f16", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 52000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training", "Behavior Support", "IEP Implementation", "Student Support", "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis", "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 19, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 482.24835, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31ee5", "title" : "Para Special Education High Incidence (2026-2027 School Year)", "company" : "Bryant Opportunity Academy", "industry" : "Education", "salary" : { "min" : 100000.0, "max" : 150000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the entry-level Special Education Paraeducator role in India, adjusted for the part-time employment type." }, "location" : "Bryant Opportunity Academy", "locations" : [ "Bryant Opportunity Academy", "4702 W. 9th", "67212" ], "timestamp" : "2026-06-15T11:53:18.866", "fingerprint" : "4d1137d6ba20607cf3868516ebc4e6830694651516650a94f575873f1d3c55bf", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98714", "externalId" : "98714", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "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", "Self-advocacy", "Physical transfers", "Tube feeding", "Toileting", "Diapering", "Self-care", "Hygiene" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Self-advocacy", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "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 behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback, Develop positive 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, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist teacher with instruction, Supervise special 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 using technology, Exhibit clear communication, Exhibit expressive communication, Assist child development, Assist language acquisition, Assist integration into regular education, 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 confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Respond flexibly, 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, Assist in transportation of students, Accept responsibility for travel, Assist 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 dressing, Assist 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; Individual Education Plan (IEP); District resources; Community based instruction; Student integration; Regular education classroom", "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", "student-integration", "regular-education-classroom" ], "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", "Student integration", "Regular education classroom" ], "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; Chart student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required (after 3 years)", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with 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 state assessment, 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 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) at Bryant Opportunity Academy. Skills: Special education, Behavioral intervention, Student support. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T02:58:18.381", "lastUpdated" : "2026-06-15T11:53:18.866", "ingestTimestamp" : "2026-06-14T02:58:18.381", "mongoId" : "69fd35614c40e2acd1b31ee5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "100k-150k", "hasSalary" : false, "allSkills" : [ "Child development", "Language acquisition", "Self-advocacy", "Physical transfers", "Tube feeding", "Toileting", "Diapering", "Self-care", "Hygiene", "Special education", "Behavioral intervention", "Student support", "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "District resources", "Student integration", "Regular education classroom", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 34, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "_score" : 480.08734, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c943c74d8ee00a0989f15", "title" : "1 on 1 AMC 8 Tutor", "company" : "Think Academy US", "industry" : "Education", "salary" : { "min" : 20.0, "max" : 25.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Think Academy P101", "locations" : [ "Think Academy P101" ], "timestamp" : "2026-06-15T03:23:07.386", "fingerprint" : "a106ef809b0de494022b4a5770027822bfd411772078abb9d54c4f13a5b120e1", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/thinkacademyus/jobs/7772191003", "externalId" : "7772191003", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "remote" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Problem-solving abilities", "Mathematical reasoning", "Competition strategies" ], "hardSkillsList" : [ "Number theory", "Algebra", "Counting", "Probability", "Geometry" ], "softSkillsList" : [ "Critical thinking", "Logic skills" ], "hardSkills" : [ { "name" : "Number theory", "level" : "intermediate" }, { "name" : "Algebra", "level" : "intermediate" }, { "name" : "Counting", "level" : "intermediate" }, { "name" : "Probability", "level" : "intermediate" }, { "name" : "Geometry", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Critical thinking" }, { "name" : "Logic skills" } ], "majorSkills" : "Math competition preparation, Online tutoring", "majorSkillsList" : [ "Math competition preparation", "Online tutoring" ], "coreResponsibilities" : "Deliver online math lessons, Teach using interactive methods, Teach using problem-solving methods, Guide students through problems, Explain key concepts, Explain competition strategies, Help students build approaches, Support students in developing confidence, Support students in developing strategies, Provide timely feedback, Provide targeted guidance", "domainKnowledge" : "AMC 8; AMC 10", "domainList" : [ "amc-8", "amc-10" ], "domainSpecificKnowledge" : [ "AMC 8", "AMC 10" ], "communicationSkills" : "Analytical thinking", "innovationCreativity" : "Innovative teaching techniques", "problemSolvingSkills" : "Problem-solving abilities; Analytical thinking; Logical thinking", "outcomesObjectives" : "Help students succeed in contests", "qualificationsBasic" : "Bachelor's degree or majors in Math, Economics, Finance, or related fields", "qualificationsPreferred" : "Experience in math competitions, Relevant competition teaching/tutoring experience", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "Job type: Part-Time (less than 20hrs/week) Location: Remote Intended Start Date: As soon as possible Who we are: Think Academy US (www.TheThinkAcademy.com), a 100% owned subsidiary of TAL Education Group(NYSE: TAL), is recently established education technology (Ed-Tech) company to provide K-12 extra-curricular learning services through science and technology. At Think Academy, we provide full cycle service to foster local children’s ability to think critically, to strengthen their logic skills, and to help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Each week, more than 6 million students are enrolled in TAL's online and offline education platform. Whom we are looking for: Think Academy is expanding its competition math programs for students in North America. We are currently looking for Remote Math Competition Tutors to teach and support students preparing for AMC 8 and AMC 10 mathematics competitions. Our program focuses on developing students’ problem-solving abilities, mathematical reasoning, and competition strategies to help them succeed in national math contests. What You Will Do: Deliver online one-on-one math lessons focused on AMC 8 and AMC 10 competition preparation. Teach in English using interactive and problem-solving based methods to help students develop strong analytical and logical thinking skills. Guide students through competition-style problems and explain key concepts and strategies used in math competitions. Help students build systematic approaches to common competition math topics such as number theory, algebra, counting, probability, and geometry. Support students in developing confidence and effective test-taking strategies for math competitions. Provide timely feedback and targeted guidance to support student understanding and continuous improvement How You Can Be Qualified: Bachelor’s degree or above; majors in Math, Economics, Finance, or related fields are preferred Experience in math competitions or relevant competition teaching/tutoring experience is highly preferred Strong math foundation; familiarity with competitions such as AMC, AIME, or MathCounts is preferred Available to work during weekday evenings and weekends Bilingual proficiency in Mandarin is preferred Pay: Pay starts from $20–25/hr, with opportunities for promotion and salary increases twice a year. Think Academy 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, or protected veteran status and will not be discriminated against on the basis of disability.", "summaryDescription" : "1 on 1 AMC 8 Tutor at Think Academy US. Skills: Math competition preparation, Online tutoring. Deliver online math lessons. 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BAYADA’s special needs caregivers - Direct Support Professionals DSPs - work one-on-one in home and community settings as a companion and mentor for individuals with intellectual or developmental disability to help them reach their full potential. As a member of our team, you will be valued, respected, and heard. We are committed to investing in people and nurturing their desire to grow, and we can’t wait for you to join us. You will be part of a team that cares and a company that believes in leading with our values. We provide an opportunity for you to make a difference in the lives of others and offer flexibility in our roles to match your needs. How You’ll Make an Impact: Provide personal care assistance (dressing, grooming) Accompany clients on errands and appointments Spend time on the client’s favorite hobbies and activities Assist with everyday tasks, such as meal preparation Participate in community integration activities Compensation $15+ based on experience As an accredited, regulated, certified, and licensed home health care provider, BAYADA complies with all state/local mandates. BAYADA is celebrating 50 years of compassion, excellence, and reliability. Learn more about our 50th anniversary celebration and how you can join in here. BAYADA Home Health Care, Inc., and its associated entities and joint venture partners, are Equal Opportunity Employers. All employment decisions are made on a non-discriminatory basis without regard to sex, race, color, age, disability, pregnancy or maternity, sexual orientation, gender identity, citizenship status, military status, or any other similarly protected status in accordance with federal, state and local laws. Hence, we strongly encourage applications from people with these identities or who are members of other marginalized communities.", "summaryDescription" : "Direct Support Professional / Special Needs Caregiver at BAYADA Home Health Care. Skills: Special needs care, Client support, Personal care. Provide personal care assistance. Accompany clients on errands", "postedDate" : "2026-06-11T22:55:17.905", "createdAt" : "2026-06-11T22:55:17.905", "lastUpdated" : "2026-06-14T22:57:48.614", "ingestTimestamp" : "2026-06-11T22:55:17.905", "mongoId" : "6a2a48c574d8ee00a05e16de", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 31200, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Personal care assistance", "Meal preparation", "Mentoring", "Special needs care", "Client support", "Personal care", "Intellectual disability", "Developmental disability" ], "skillCount" : 8, "jobCategory" : "other", "jobSubcategory" : "habilitation-winston-salem-(hws)---278", "dataQualityScore" : 0.7777778, "_score" : 476.7381, "daysOld" : 3, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Home Health Care" }, { "id" : "69ce5e5f9bc74574cb67a566", "title" : "Aide Special Education Student Specific 1 to 1", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Aide Special Education Student Specific 1 to 1 in Texas, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T02:35:44.912", "fingerprint" : "e6369eb2cabdab9c8fef3609c325105e414aebcbf0c6e322e9eb37721b0c9c91", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186358", "externalId" : "186358", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "minimumEducation" : "Associate's", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "majorSkills" : "Special Education Support, Student Safety, Behavioral Strategies, Personal Care", "majorSkillsList" : [ "Special Education Support", "Student Safety", "Behavioral Strategies", "Personal Care" ], "coreResponsibilities" : "Provide individualized support, Assist teacher and staff, Implement individualized education plan, Maintain safe environment, Maintain engaging environment, Interact with identified student, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise identified student, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist with personal care, Record service implementation, Collect data, Document student progress, Chart student progress, Maintain confidentiality, Prepare instructional materials", "teamCollaboration" : "Collaboration with teacher", "domainKnowledge" : "Student disabilities; Least restrictive environment; Individualized education plan; ARD documents; Personal care services; Bodily fluids; Student behavior intervention", "domainList" : [ "student-disabilities", "least-restrictive-environment", "individualized-education-plan", "ard-documents", "personal-care-services", "bodily-fluids", "student-behavior-intervention" ], "domainSpecificKnowledge" : [ "Student disabilities", "Least restrictive environment", "Individualized education plan", "ARD documents", "Personal care services", "Bodily fluids", "Student behavior intervention" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Communicate information; Communicate ideas", "documentationSkills" : "Record service implementation; Document student progress; Chart student progress", "continuousLearning" : "Attendance at conferences; Professional development", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Exposure to bodily fluids, Physically restraining students, Lift up to adult size student, 2-man lift", "qualificationsBasic" : "48 college hours, Passing score on Para Professional Assessment, Texas Educational Aide Certification, De-Escalation/Restraint Certification, Proficient in Windows OS, Proficient in Microsoft Office", "qualificationsPreferred" : "Texas Educational Aide Certification preferred, De-Escalation/Restraint Certification preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Student Specific will provide individualized support/services to an identified student with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's individualized education plan. This position will require the incumbent to maintain an environment that is safe and engaging for the student. Position Description Essential Duties and Responsibilities Service Delivery Interact with identified student 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 identified student at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Implement academic/functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist identified student 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 service implementation on approved logs (e.g., inclusive support logs, accommodation logs) Collect data, document, and chart student academic/behavior/functional progress 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 Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district provided) 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 settings, offices, work stations, and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position 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 position may require intervention with student behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. TEXAS", "summaryDescription" : "Aide Special Education Student Specific 1 to 1. Skills: Special Education Support, Student Safety, Behavioral Strategies, Personal Care. Provide individualized support. 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We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Lorain Preparatory Academy! Celebrating over 15 years of serving the Lorain community, the award-winning, public charter school offers a highly individualized college prep education to EK-8th grade students. Lorain Preparatory Academy has a strong and active learning community led by dedicated, veteran staff. Lorain Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of the Teacher include to- Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $41,500 - 51,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDMS", "summaryDescription" : "5/6th Grade ELA Teacher at ACCEL Schools. 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ALLEN ALDRIDGE JR ELEMENTARY (163)
15817 BLUE RIDGE RD
MISSOURI CITY, 77489

" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T06:43:26.810", "fingerprint" : "30c14e8ba921d15fe2143e053d511580823ec1cf9091df3ab27ce2ff61418bdd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183127", "externalId" : "183127", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional planning", "Behavioral intervention", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation" ], "hardSkillsList" : [ 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behavioral plans, Adjust behavioral plans, Monitor social emotional plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Facilitate learning, Facilitate communication, Facilitate mobility, Facilitate positioning, Implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations, Implement modification of materials, Implement modification of curriculum, Provide for basic student needs, Assist with personal care, Collaborate with general education teachers, Ensure IEP implementation, Maintain updated knowledge, Understand prerequisite skills, Maintain confidentiality, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school personnel, Develop individual education program, Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals, Develop Objectives, Arrange ARD documents, Prepare ARD documents, Participate in Full Individual Evaluation, Provide progress reports to parents, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS tasks, Maintain SHARS tasks, Document SHARS provision, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals, Implement students' IEPs with paraprofessionals, Address paraprofessional needs", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Special education; IEP goals; ARD documents; TEKS; SHARS", "domainList" : [ "special-education", "iep-goals", "ard-documents", "teks", "shars" ], "domainSpecificKnowledge" : [ "Special education", "IEP goals", "ARD documents", "TEKS", "SHARS" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Data collection; Record maintenance; Progress reporting; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk, Hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Prolonged hours, Irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Physical restraint, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility, Special Education Specialist Certification EC-12", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Teacher (ABC) at Aldridge Elementary School. Skills: Special education, IEP development, Behavioral intervention. Provide instruction to students. Develop skills and knowledge", "createdAt" : "2026-06-14T09:32:49.075", "lastUpdated" : "2026-06-15T06:43:26.810", "ingestTimestamp" : "2026-06-14T09:32:49.075", "mongoId" : "6960822e0937eae70e9c7f34", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 62000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Lesson planning", "Material organization", "Behavioral strategies execution", "Behavior intervention", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "General education collaboration", "Content knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "Service provision documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral communication", "Written communication", "Technology equipment knowledge", "Software programs knowledge", "Special education", "Behavioral intervention", "Instructional planning", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation", "IEP goals", "ARD documents", "TEKS", "SHARS", "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 53, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 469.3079, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca50d74d8ee00a09b4748", "title" : "6-8th ELA Teacher", "company" : "Eastland Preparatory Academy", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for a 6-8th ELA Teacher in Columbus, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Eastland Preparatory Academy", "locations" : [ "Eastland Preparatory Academy" ], "certifications" : [ "State of Ohio teaching license" ], "timestamp" : "2026-06-15T11:35:22.553", "fingerprint" : "3b47b76ddd4d1bf4c22f19876f26b3b21bc2cdbe7512f4073adc93f62a4b1d94", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/eastlandpreparatoryacademy/jobs/7737716003", "externalId" : "7737716003", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Columbus", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.9622601,-83.0007065" } ], "locationText" : "Columbus, Ohio, United States", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Behavior management", "Instructional design" ], "hardSkillsList" : [ "Lesson planning", "Student assessment" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" } ], "majorSkills" : "ELA instruction, Classroom management", "majorSkillsList" : [ "ELA instruction", "Classroom management" ], "coreResponsibilities" : "Prepare and deliver lesson plans, Modify lesson plans accordingly, Differentiate instruction to meet needs, Maintain accurate student records, Utilize research-based practices, Manage student behavior in classroom, Create positive classroom environment, Utilize school approved curricula, Implement school-wide culture expectations, Communicate with families, Meet with families, Incorporate technology skills into practice, Participate in non-instructional activities, Collaborate with colleagues, Communicate with colleagues, Perform other duties as assigned", "teamCollaboration" : "Collaborate with colleagues", "domainKnowledge" : "EK-8th grade education; Character education; Project-based learning", "domainList" : [ "ek-8th-grade-education", "character-education", "project-based-learning" ], "domainSpecificKnowledge" : [ "EK-8th grade education", "Character education", "Project-based learning" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Student progress records", "specialRequirements" : "Supervise students in various settings", "qualificationsBasic" : "Active Ohio teaching license, Bachelor's degree in education, Pass federal and state criminal background checks", "qualificationsPreferred" : "Experience working within an urban environment", "workSiteFlexibility" : "Onsite", "rawDescription" : "About the Team ACCEL Schools is hiring a highly qualified 6th - 8th Grade ELA Teacher at Eastland Preparatory Academy in Columbus, Ohio dedicated to providing a superior education for all students. We are seeking teachers who are passionate and dedicated to bringing the curriculum to life for each student. We want our teachers to be excited to create a positive classroom environment that prioritizes student learning and social-emotional development. Be part of the difference at Eastland Preparatory Academy! Celebrating 10 years of service to the East Columbus community, Eastland is a public charter school providing a continuous EK-8th grade education. The school offers hands-on, project-based learning with character education and a variety of specialty subjects, clubs, and sports. The newly renovated facility includes large, modern classrooms equipped with state-of-the-art technology and a MAC Lab. Eastland Preparatory Academy is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. About the Opportunity: Responsibilities of the Teacher include to- Prepare and deliver lesson plans with the ability to modify accordingly during the school year Differentiate instruction to meet the needs of all students Maintain accurate and complete records of students’ progress and development Utilize research-based best practices in daily planning and classroom instruction Manage student behavior in the classroom Create a positive classroom environment for students to learn in Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students Implement school-wide culture expectations and norms Communicate and meet with families regarding the academic and social-emotional growth of their child Incorporate technology skills into daily classroom practice to support learning Participate in the planning and implementation of non-instructional activities, as needed Collaborate and communicate effectively with colleagues Perform other duties as assigned About You: Active and current state of Ohio teaching license in appropriate content area Bachelor’s degree in education or related field High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring Excellent written and verbal communication skills Ability to properly manage confidential information Able to supervise students of various ages in different school settings (playground, cafeteria, etc.) Ability to pass federal and state criminal background checks Experience working within an urban environment About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation The salary range for this position is $42,500 - 52,000. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #INDMS", "summaryDescription" : "6-8th ELA Teacher at Eastland Preparatory Academy. Skills: ELA instruction, Classroom management. Prepare and deliver lesson plans. 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If you're committed to making a difference in the lives of students with special needs and helping them achieve academic success, we want to hear from you! **About the Role:** As an **Tutor** at Tutor Me Education, you’ll provide personalized, one-on-one tutoring to students with special needs in their homes. You will be responsible for helping students with daily activities, offering moral support, and delivering tailored instruction based on their Individualized Education Plan (IEP). We are currently hiring for multiple positions across all cities in **Malibu, CA** **Details:** * **In-Person Tutoring in Malibu, CA** * **Schedule: 10 hours a month; 2x a week for.45-minute sessions** * **Pay rate ranges from $25-$25 per hour** **Ideal Candidate:** * **Teaching credential required** * Experience working with young learners, including students with Autism Spectrum traits, apraxia, or speech/language differences * Strong background in advanced elementary math instruction, enrichment, and problem-solving * Skilled at identifying and nurturing gifted or high-potential learners while supporting areas of developmental growth * Experience teaching reading fluency, reading comprehension, vocabulary development, and language processing skills * Able to balance academic acceleration with individualized support for communication and language development * Energetic, animated, and engaging teaching style, particularly in virtual learning environments * Skilled at creating challenging, interactive lessons that maintain curiosity and motivation * Patient and encouraging when supporting expressive language development and verbal participation * Strong lesson-planning and differentiation skills * Comfortable adapting instruction to match the student's strengths, interests, and pace of learning **Key Responsibilities:** * Provide advanced math enrichment instruction that extends beyond traditional kindergarten-level expectations * Develop engaging lessons focused on mathematical reasoning, problem-solving, numerical thinking, and conceptual understanding * Challenge the student's advanced math abilities while maintaining a fun, age-appropriate learning environment * Support reading fluency, reading comprehension, vocabulary development, and language processing skills * Encourage expressive language growth and verbal participation through interactive discussions and structured communication opportunities * Differentiate instruction to support both academic strengths and developmental needs * Use engaging, hands-on, and interactive teaching strategies to maintain motivation and curiosity * Introduce enrichment activities that foster critical thinking, creativity, and a love of learning * Monitor progress and adjust instruction to ensure continued academic growth and challenge * Build confidence through positive reinforcement, individualized support, and meaningful learning experiences * Create a supportive environment that encourages risk-taking, communication, and intellectual exploration **Why Tutor Me Education?** At Tutor Me Education, we are dedicated to providing a nurturing, supportive environment where students can thrive. We pride ourselves on offering meaningful tutoring opportunities that make a lasting impact in the communities we serve. Whether you're looking for consistent hours or just want to make a difference, we have a place for you. **Benefits:** * Performance-Based Pay Incentives * Voluntary retirement program * Referral program * Flexible schedule * Help students with special needs reach their full academic potential **Equal Opportunity Employer:** Tutor Me Education is proud to be an Equal Opportunity Employer, committed to diversity and inclusion. We do not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or veteran status. We encourage candidates from all backgrounds to apply. **Diversity, Equity, and Inclusion:** We are committed to fostering an inclusive workplace where every team member feels valued, respected, and empowered. 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OAKLAND ELEMENTARY SCHOOL (145)
4455 WATERSIDE ESTATES DRIVE
RICHMOND, 77469

" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T02:47:57.732", "fingerprint" : "20bc78cf1783abc18f4e97b831dde3bec7054a165767b57b1f317f422dfce785", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=178548", "externalId" : "178548", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Virginia", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.5385087,-77.4342800" } ], "locationText" : "Richmond, Virginia, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation" ], "hardSkillsList" : [ "Lesson planning", "Behavior management", "Data analysis", "Record keeping", "Adaptive equipment use", "Assistive technology use", "Personal care", "Progress reporting", "IEP development", "PLAAFP development", "Goal setting", "ARD meeting participation", "FIE participation", "SHARS documentation" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Progress reporting", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Goal setting", "level" : "intermediate" }, { "name" : "ARD meeting participation", "level" : "intermediate" }, { "name" : "FIE participation", "level" : "intermediate" }, { "name" : "SHARS documentation", "level" : "intermediate" } ], "majorSkills" : "Special education instruction, Behavioral strategies, IEP development, Student assessment", "majorSkillsList" : [ "Special education instruction", "Behavioral strategies", "IEP development", "Student assessment" ], "coreResponsibilities" : "Provide instruction to students with varying disabilities, Develop skills and knowledge for grade-level curriculum access, Use accommodations and/or modifications, Prepare lesson plans, Organize sequential and meaningful instructional materials, Gear instruction to student's assessed needs, Align instruction with IEP goals and objectives, Execute behavioral strategies as indicated in ARD documents, Intervene using behavior intervention strategies, Utilize data collection tools, Document ongoing student program, Maintain accurate records, Monitor and adjust instructional plans, Monitor and adjust behavioral plans, Monitor and adjust social emotional educational plans, Use appropriate adaptive equipment, Use assistive technology, Fully implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations of materials, Implement modifications of materials, Implement accommodations of curriculum, Implement modifications of curriculum, Provide for basic needs of students, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Maintain updated knowledge of prerequisite skills, Maintain confidentiality with regards to students, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school community personnel, Develop an individual education program (IEP), Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals/Objectives, Arrange and prepare draft ARD documents, Participate in Full Individual Evaluation (FIE), Provide progress reports to parents, Participate in required ARD meetings, Follow district guidelines for serving students with disabilities, Follow state guidelines for serving students with disabilities, Follow federal guidelines for serving students with disabilities, Conduct tasks related to SHARS Program, Maintain tasks related to SHARS Program, Document provision of services, Participate in professional development activities, Provide support to paraprofessionals, Provide direction to paraprofessionals", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Students with disabilities; Special education; IEP goals; Behavioral intervention plans; ARD documents; Full Individual Evaluation", "domainList" : [ "students-with-disabilities", "special-education", "iep-goals", "behavioral-intervention-plans", "ard-documents", "full-individual-evaluation" ], "domainSpecificKnowledge" : [ "Students with disabilities", "Special education", "IEP goals", "Behavioral intervention plans", "ARD documents", "Full Individual Evaluation" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral skills; Written skills", "documentationSkills" : "Data collection; Record keeping; Progress reports; ARD documents; SHARS documentation", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Lifting/carrying less than 40 pounds, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Use hands to finger, Use hands to handle, Use hands to feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control under stress, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Special Education Certification EC-12, Demonstrate competency through Texas Content Competency Worksheet, Received statement of eligibility, Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI) required to obtain once hired, Ability to plan and implement lessons, Ability to establish skills, both oral and written, Demonstrated knowledge of appropriate technology equipment and software programs, Proven ability to apply knowledge of current research and theory", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI) preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education ABC at Oakland Elementary. Skills: Special education instruction, Behavioral strategies, IEP development, Student assessment. Provide instruction to students with varying disabilities. Develop skills and knowledge for grade-level curriculum access", "createdAt" : "2026-06-14T18:48:35.902", "lastUpdated" : "2026-06-16T02:47:57.732", "ingestTimestamp" : "2026-06-14T18:48:35.902", "mongoId" : "6960822e0937eae70e9c7f4c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Behavior management", "Data analysis", "Record keeping", "Adaptive equipment use", "Assistive technology use", "Personal care", "Progress reporting", "IEP development", "PLAAFP development", "Goal setting", "ARD meeting participation", "FIE participation", "SHARS documentation", "Special education instruction", "Behavioral strategies", "Student assessment", "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation", "Students with disabilities", "Special education", "IEP goals", "Behavioral 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"location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T10:02:17.466", "fingerprint" : "be3e88534e1260d166c101f0d8a77cfb09d4821215ff07b063adb9f50dc711f5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186632", "externalId" : "186632", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Lesson planning", "Data collection", "Record maintenance", "Instructional planning", "Behavioral planning", "Social emotional planning", "Progress reporting" ], "hardSkillsList" : [ "Academic instruction", "Behavioral intervention", "Social skills development", "Self-care skills development", "IEP goal implementation", "Curriculum modification", "Personal care", "Toileting", "Feeding", "Behavioral intervention strategies", "Physical restraint strategies", "Student positioning", "Student mobility" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral intervention", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Self-care skills development", "level" : "intermediate" }, { "name" : "IEP goal implementation", "level" : "intermediate" }, { "name" : "Curriculum modification", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Behavioral intervention strategies", "level" : "intermediate" }, { "name" : "Physical restraint strategies", "level" : "intermediate" }, { "name" : "Student positioning", "level" : "intermediate" }, { "name" : "Student mobility", "level" : "intermediate" } ], "majorSkills" : "Special Education, Academic Instruction, Behavioral Intervention", "majorSkillsList" : [ "Special Education", "Academic Instruction", "Behavioral Intervention" ], "coreResponsibilities" : "Provide instruction to students, Prepare lesson plans, Organize materials, Execute behavioral strategies, Intervene using behavior strategies, Utilize data collection tools, Document student program, Maintain accurate records, Monitor instructional plans, Adjust instructional plans, Monitor behavioral plans, Adjust behavioral plans, Monitor social emotional plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Implement students' IEPS, Provide for basic needs, Collaborate with teachers, Maintain updated knowledge, Maintain confidentiality, Work collaboratively with parents, Develop individual education program, Develop present levels of academic achievement, Develop functional performance, Develop Annual Goals/Objectives, Arrange ARD documents, Prepare ARD documents, Participate in FIE, Provide progress reports, Participate in ARD meetings, Conduct SHARS tasks, Maintain SHARS documentation, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals", "teamCollaboration" : "Collaborate with parents; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Students with disabilities; IEP goals; ARD documents; TEKS Compliance; SHARS", "domainList" : [ "students-with-disabilities", "iep-goals", "ard-documents", "teks-compliance", "shars" ], "domainSpecificKnowledge" : [ "Students with disabilities", "IEP goals", "ARD documents", "TEKS Compliance", "SHARS" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Data collection; Record maintenance; Progress reports; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Lifting/carrying less than 40 pounds, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Approved physical restraint, Control behavior, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Statement of eligibility, Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification", "qualificationsPreferred" : "CPI certification preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Teacher Special Education Academic, Behavior, and Communication (ABC). Skills: Special Education, Academic Instruction, Behavioral Intervention. Provide instruction to students. 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DAVID CROCKETT MIDDLE SCHOOL (53)
19001 BEECHNUT
RICHMOND, 77407

" ], "certifications" : [ "Texas Education Agency appropriate to subject and grade level of assignment" ], "timestamp" : "2026-06-15T13:47:03.035", "fingerprint" : "9fe5553317b9b8726b39665e60ebbf2c7fd658abac2997262bdc25cf155ca01e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=181429", "externalId" : "181429", "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", "employmentType" : "FULL_TIME", "hardSkillsList" : [ "Disability awareness", "Data collection", "Assessment results", "Adaptive equipment", "Assistive technology", "Behavioral intervention plans", "Personal care", "IEP implementation", "TEKS Compliance", "ARD documents", "Full Individual Evaluation", "Progress reports", "SHARS documentation", "Coaching duties", "UIL rules" ], "hardSkills" : [ { "name" : "Disability awareness", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Assessment results", "level" : "intermediate" }, { "name" : "Adaptive equipment", "level" : "intermediate" }, { "name" : "Assistive technology", "level" : "intermediate" }, { "name" : "Behavioral intervention plans", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "TEKS Compliance", "level" : "intermediate" }, { "name" : "ARD documents", "level" : "intermediate" }, { "name" : "Full Individual Evaluation", "level" : "intermediate" }, { "name" : "Progress reports", "level" : "intermediate" }, { "name" : "SHARS documentation", "level" : "intermediate" }, { "name" : "Coaching duties", "level" : "intermediate" }, { "name" : "UIL rules", "level" : "intermediate" } ], "majorSkills" : "Special education instruction, IEP development, Behavioral intervention", "majorSkillsList" : [ "Special education instruction", "IEP development", "Behavioral intervention" ], "coreResponsibilities" : "Provide instruction to students, Develop skills for curriculum access, Prepare lesson plans, Organize instructional materials, Maintain knowledge of disability awareness, Implement specially designed instruction, Utilize data collection tools, Document student program, Monitor educational plans, Adjust instructional plans, Adjust behavioral plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Implement students' IEPS, Implement behavioral intervention plans, Implement social skills, Modify materials, Modify curriculum, Provide for basic needs, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Maintain knowledge of content, Maintain confidentiality, Work collaboratively with parents, Develop individual education program, Develop present levels of academic achievement, Develop functional performance, Develop Annual Goals/Objectives, Arrange ARD documents, Prepare draft ARD documents, Participate in Full Individual Evaluation, Provide progress reports, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS tasks, Maintain SHARS tasks, Participate in professional development, Provide support to paraprofessionals, Direct paraprofessionals, Perform coaching duties, Assist Athletic Department, Communicate with Athletic Department", "teamCollaboration" : "General education teachers; Parents; School community personnel; Related service providers; Paraprofessionals; Athletic Department", "domainKnowledge" : "Special education; IEP goals; ARD meetings; UIL rules and regulations", "domainList" : [ "special-education", "iep-goals", "ard-meetings", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "Special education", "IEP goals", "ARD meetings", "UIL rules and regulations" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record keeping; Progress reports", "continuousLearning" : "Professional development activities", "specialRequirements" : "Lifting and positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to illnesses, Work outside up to 25%, Work prolonged or irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Special Education Certification EC-12", "qualificationsPreferred" : "Demonstrate competency through TCCW, Received statement of eligibility", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Resource In-Class Support Co-Teach Middle School will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Resource/In-Class Support/Co-teach services are designed for students with varying disabilities receiving instruction in the general education and/or special 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 student's 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 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 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 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 adheres 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 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 Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education (Resource/In-Class Support/Co-Teach). Skills: Special education instruction, IEP development, Behavioral intervention. Provide instruction to students. Develop skills for curriculum access", "createdAt" : "2026-06-14T07:37:48.945", "lastUpdated" : "2026-06-15T13:47:03.035", "ingestTimestamp" : "2026-06-14T07:37:48.945", "mongoId" : "6960822e0937eae70e9c7f2f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Disability awareness", "Data collection", "Assessment results", "Adaptive equipment", "Assistive technology", "Behavioral intervention plans", "Personal care", "IEP implementation", "TEKS Compliance", "ARD documents", "Full Individual Evaluation", "Progress reports", "SHARS documentation", "Coaching duties", "UIL rules", "Special education instruction", "IEP development", "Behavioral intervention", "Special education", "IEP goals", "ARD meetings", "UIL rules and regulations", "Texas Education Agency appropriate to subject and grade level of assignment" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 456.58124, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c948574d8ee00a098aba2", "title" : "High School ELA Teacher", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for a Mid-level High School ELA Teacher in Ohio, United States, with adjustments for the education industry and ACCEL Schools' typical compensation range." }, "location" : "Pathfinder", "locations" : [ "Pathfinder" ], "certifications" : [ "Ohio teaching license" ], "timestamp" : "2026-06-15T10:14:15.356", "fingerprint" : "011b8cb1698a6b0a116dd74c30633d1d6cab2acb97b71d6d1177d6d07697d83e", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7770849003", "externalId" : "7770849003", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Ohio", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Ohio, United States", "technicalSkills" : "Microsoft Office, Word, Outlook", "professionalSkills" : [ "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching" ], "hardSkillsList" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Assignment grading", "Student data review", "Differentiated instruction", "Synchronous instruction", "Asynchronous instruction", "Family communication", "Academic growth reporting", "Social-emotional growth reporting" ], "hardSkills" : [ { "name" : "Live lesson delivery", "level" : "intermediate" }, { "name" : "Course setup", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Assignment grading", "level" : "intermediate" }, { "name" : "Student data review", "level" : "intermediate" }, { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Synchronous instruction", "level" : "intermediate" }, { "name" : "Asynchronous instruction", "level" : "intermediate" }, { "name" : "Family communication", "level" : "intermediate" }, { "name" : "Academic growth reporting", "level" : "intermediate" }, { "name" : "Social-emotional growth reporting", "level" : "intermediate" } ], "majorSkills" : "ELA teaching, Online instruction, Student achievement", "majorSkillsList" : [ "ELA teaching", "Online instruction", "Student achievement" ], "coreResponsibilities" : "Serve as teacher of record, Deliver live lessons, Complete course setup, Monitor student progress, Provide feedback, Grade assignments, Track student contact, Maintain student contact, Create progress reports, Deliver progress reports, Review student data, Differentiate instruction, Utilize best practices, Create classroom environment, Integrate teaching practices, Implement culture expectations, Communicate with families, Incorporate technology skills, Participate in planning activities, Attend events in person, Collaborate with colleagues, Communicate with colleagues, Travel for state testing, Perform other duties", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Career exploration; College preparation; State standards; 21st-century curriculum", "domainList" : [ "career-exploration", "college-preparation", "state-standards", "21st-century-curriculum" ], "domainSpecificKnowledge" : [ "Career exploration", "College preparation", "State standards", "21st-century curriculum" ], "toolProficiency" : [ "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "specialRequirements" : "Travel required, Face to face attendance required, Attend events in person, Travel for state testing", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet academic accountability goals", "qualificationsBasic" : "Ohio teaching license, Knowledge of State Standards, Knowledge of Common Core Standards, High proficiency in Microsoft Office, Ability to manage confidential information, Ability to stand for 90 minutes, Ability to supervise students, Pass federal and state background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in multi-cultural setting", "workSiteFlexibility" : "Hybrid", "rawDescription" : "About Us Pathfinder Career Academy of Ohio is an online public school for students in grades 6–12 that focuses on career exploration and college preparation. Our unique framework allows students to discover their interests through engaging activities before choosing a specialized high school major aligned with state standards. We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods.  Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Ohio About the Opportunity Serve as the teacher of record and primary instructor Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face-to-face state testing annually Perform other duties as assigned About You Current Ohio teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $43,000 – $51,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists.", "summaryDescription" : "High School ELA Teacher at ACCEL Schools. Skills: ELA teaching, Online instruction, Student achievement. Serve as teacher of record. Deliver live lessons", "postedDate" : "2026-06-14T08:34:58.979", "createdAt" : "2026-06-14T08:34:58.979", "lastUpdated" : "2026-06-15T10:14:15.356", "ingestTimestamp" : "2026-06-14T08:34:58.979", "mongoId" : "6a2c948574d8ee00a098aba2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Assignment grading", "Student data review", "Differentiated instruction", "Synchronous instruction", "Asynchronous instruction", "Family communication", "Academic growth reporting", "Social-emotional growth reporting", "ELA teaching", "Online instruction", "Student achievement", "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching", "Career exploration", "College preparation", "State standards", "21st-century curriculum", "Ohio teaching license", "Learning Management System" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 455.9054, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 } ], "status" : 200, "message" : "OK", "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 20102, "totalPages" : 403, "hasNext" : true, "hasPrevious" : false } }

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